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Hatt, Penelope – 1982
Conflicting findings on television's impact on reading achievement suggest a need for more sophisticated measurements and methodologies in media research. D. L. Moldenhauer and W. H. Miller's survey of 78 seventh grade students showed no relationship between television viewing and reading skills. These findings were similar to those of J. T.…
Descriptors: Educational Media, Elementary Education, Elementary School Students, Mass Media Effects

Stanovich, Keith E.; And Others – Child Development, 1988
Three groups of elementary school students, matched on reading ability and with similar cognitive profiles, were administered tasks assessing their inventory of reading skills. Results support a developmental lag model of reading problems of nondyslexic children. (Author/RWB)
Descriptors: Age Differences, Cognitive Development, Elementary Education, Elementary School Students

Aaron, P. G. – Annals of Dyslexia, 1987
Fourteen poor-reading college students were assigned to a dyslexia group or a nonspecific reading-disabled group based on intelligence quotient (IQ). The groups were compared to controls on cognitive and reading-related skills. Results showed that poor decoding skill characterized the dyslexic reader, whereas the nondyslexic poor reader displayed…
Descriptors: Cognitive Ability, College Students, Comparative Analysis, Decoding (Reading)

Goswami, Usha – Journal of Experimental Child Psychology, 1986
Compares the ability of children at three different levels to use analogy in reading both real and nonsense words. Shows young children can successfully use analogy to decode new words. (HOD)
Descriptors: Beginning Reading, Comparative Analysis, Decoding (Reading), Language Patterns

Backman, Jarl; And Others – Scandinavian Journal of Educational Research, 1984
Divided into poor readers and good readers, 144 Swedish students (13-14 years old) participated in an experiment in which oral reading speed, free recall, and summarization of narrative stories presented on videotex were studied as a function of reading skill, text structure, and physical factors. Good readers outperformed poor readers. (BRR)
Descriptors: Cognitive Processes, Foreign Countries, Grade 7, Grade 8
Rathbun, Amy; West, Jerry; Walston, Jill – Online Submission, 2005
This study compares various approaches for incorporating family risk factors in explanatory models of children's achievement over the first 4 years of school. Living in poverty, in a single-parent household, in a household whose primary home language is non-English, and having a mother with less than a high school diploma are well-known risk…
Descriptors: Family Characteristics, Risk, At Risk Persons, Family Environment

Hoogeveen, Frans R.; And Others – Research in Developmental Disabilities, 1989
Two experiments with moderately mentally retarded students found that (1) adequate verbal instruction had a modest but significant effect on the subjects' ability to blend consonant sounds, and (2) training without pictorial prompts resulted in better blending than training with pictorial prompts. (Author/DB)
Descriptors: Beginning Reading, Consonants, Decoding (Reading), Elementary Secondary Education
Charp, Sylvia – Technological Horizons in Education, 1989
Described are impressions of the Writing to Read program. The program is described and the apparent advantages are stated. General observations include teacher and student impressions of the program. (CW)
Descriptors: Computer Uses in Education, Educational Technology, Elementary Education, Program Descriptions

Hurford, David P.; And Others – Journal of Learning Disabilities, 1994
This study examined the development of phonological and reading skills in 171 students from the beginning of first grade (Time 1) to the end of second grade (Time 4). The study found that reader group membership (nondisabled, reading disabled, or poor reading) at Time 4 could be very accurately predicted from students' Time 1 scores. (Author/DB)
Descriptors: Disability Identification, Dyslexia, Early Identification, Grade 1
Martin, Anne V. – 1979
Designed to determine a reader's ability in processing information relationships in written discourse in English, the extended-cloze instrument consists of six reading passages, each with four complete sentences deleted. Students read each passage and select the best of four multiple choice alternative sentences for each deletion. The instrument…
Descriptors: Classification, Cloze Procedure, Connected Discourse, High Schools
Young, Petey – 1980
Designed to be used along with a multiple-choice instrument for further assessment of the immediate and delayed comprehension of a 1,300 word expository passage on the Kalahari Desert, the instrument is a 35-item posttest, divided into five clusters, each composed of six to eight lettered phrases. Twenty verbatim phrases from the passage are…
Descriptors: Expository Writing, Intermediate Grades, Junior High Schools, Measures (Individuals)
Salomon, Gavriel – 1988
The question of whether human thinking can come to simulate computer intelligence--i.e., AI in reverse--is addressed in this paper. Examples are given of three computer tools which perform several functions that constitute an intellectual partnership between student and tool. Such functions include: (1) assuming part of the intellectual burden in…
Descriptors: Artificial Intelligence, Cognitive Processes, Computer Assisted Instruction, Computer Software

Beggs, W. D. A.; Howarth, Philippa N. – Journal of Experimental Child Psychology, 1985
Suggests that inner speech is a manifestation of the need to prestructure oral utterances. Among the results, inner speech was found to be acquired by normally developing readers between the ages of 8 and 11, and children comprehended text better when certain prosodic features were made visible on the text. (Author/CB)
Descriptors: Elementary Education, Elementary School Students, Inner Speech (Subvocal), Oral Reading

Warren-Leubecker, Amye – Journal of Experimental Child Psychology, 1987
Reports two studies in which 5- and 6-year-old children were given word order awareness tasks, followed 3 or 5 months later by vocabulary, reading achievement, and reading readiness (for the 5-year-olds) tests. (Author/NH)
Descriptors: Beginning Reading, Grade 1, Kindergarten Children, Primary Education

Bowey, Judith A. – Journal of Experimental Child Psychology, 1985
Investigated children's use of context to facilitate word recognition and comprehension-monitoring processes in oral reading of connected prose as a function of grade level and decoding skill. Found no overall contextual facilitation of word recognition accuracy; however, less skilled decoders were helped by context in decoding some content words.…
Descriptors: Context Clues, Decoding (Reading), Elementary Education, Elementary School Students