Effect of Instructional Cues on Memory for New Words by Poor Readers.

Baber, Gail; Bacon, Ellen H.

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Peer reviewed

ERIC Number: EJ509961

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0748-8491

EISSN: N/A

Effect of Instructional Cues on Memory for New Words by Poor Readers.

Baber, Gail; Bacon, Ellen H.

Education and Treatment of Children, v18 n2 p117-27 May 1995

This study with 12 2nd- and 3rd-grade students with mild disabilities compared memory for new reading words following instructional sessions in which either word meaning or phonic cues were emphasized. The phonic instruction resulted in a greater number of words remembered either within sentences or on word lists. (Author/DB)

Descriptors: Decoding (Reading), Instructional Effectiveness, Memory, Mild Disabilities, Phonics, Primary Education, Reading Difficulties, Reading Instruction, Semantics, Sight Vocabulary, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A