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Direct linkHiebert, Elfrieda H.; Samuels, S. Jay; Rasinski, Timothy – Literacy Research and Instruction, 2012
This article uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates. The review of research attends to typical development and performances of…
Descriptors: Silent Reading, Reading Comprehension, Reading Rate, Oral Reading
Peer reviewedSamuels, S. Jay; Dahl, Patricia R. – Journal of Educational Psychology, 1975
Proposes to test the hypothesis that despite previous negative findings, readers do alter their reading rate according to their purpose and to establish test conditions under which this competence can be exhibited. (Author/RC)
Descriptors: College Students, Difficulty Level, Grade 4, Reading Comprehension
Samuels, S. Jay – J Educ Psychol, 1969
Research supported by the U.S. Office of Education and the Center for Research in Human Learning at the University of Minnesota.
Descriptors: Associative Learning, Cognitive Processes, College Students, Psychology
Peer reviewedSamuels, S. Jay – Child Development, 1970
Descriptors: Adults, Associative Learning, Comparative Analysis, Grade 4
Peer reviewedSamuels, S. Jay; Naslund, Jan Carol – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Reviews research on lexical access (the process of getting information about a word from a mental dictionary). Discusses implications for comprehension development. Suggests that individual differences in comprehension depend on speed of lexical access as well as on speed of decoding. (SR)
Descriptors: Decoding (Reading), Elementary Secondary Education, Individual Differences, Reading Ability
Peer reviewedSamuels, S. Jay; And Others – Reading Research Quarterly, 1975
Descriptors: Comparative Analysis, Elementary Secondary Education, Higher Education, Reading Ability
Download full textSamuels, S. Jay; Begy, Gerald L. – 1975
The purpose of this study was to determine differences in word recognition strategies used by good and poor readers. Twenty good readers and twenty poor readers were randomly selected from a fourth grade class and randomly assigned to levels of a five by five repeated-measures Latin Square design. All of the subjects were given two tasks to…
Descriptors: Elementary Education, Elementary School Students, Grade 4, Reading
Samuels, S. Jay; Chen, C. C.
A word recognition model involving four processing stages was used, and tests of various word recognition strategies were administered to 25 fourth graders and 25 college students. The model included the following stages: (1) using information in a passage; (2) generating hypotheses from what the next word might be; (3) testing these hypotheses…
Descriptors: College Students, Comparative Analysis, Elementary School Students, Grade 4
