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Conners, Frances A.; Loveall, Susan J.; Moore, Marie S.; Hume, Laura E.; Maddox, Christopher D. – Journal of Experimental Child Psychology, 2011
The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7-9 years of age) completed tests of phonological recoding, word…
Descriptors: Identification, Grade 2, Individual Differences, Independent Study
Ricketts, Jessie; Bishop, Dorothy V. M.; Pimperton, Hannah; Nation, Kate – Scientific Studies of Reading, 2011
This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer…
Descriptors: Independent Study, Children, Semantics, Spelling
What Works Clearinghouse, 2009
"Bridges in Mathematics," published by the Math Learning Center (MLC), is an elementary school math curriculum covering kindergarten through fifth grade that focuses on problem solving and skill building, and applies a combination of whole-group, small-group, and independent activities. Lessons incorporate visual models, including…
Descriptors: Elementary School Mathematics, Problem Solving, Skill Development, Mathematics Instruction
What Works Clearinghouse, 2008
"Breakthrough to Literacy" is a literacy curriculum for preschool through third grade that introduces students to a book-a-week throughout the year. Students gain exposure to the book-of-the-week through multiple formats: a Big Book, a Take-Me-Home Book, an audio book, and a computerized version. The book-of-the-week serves as the basis…
Descriptors: Preschool Education, Primary Education, Literacy Education, Books
Bowey, Judith A.; Muller, David – Journal of Experimental Child Psychology, 2005
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In…
Descriptors: Silent Reading, Reading Processes, Phonology, Phonetic Transcription
Share, David L. – Journal of Experimental Child Psychology, 2004
Experiment 1 examined the time course of orthographic learning among Grade 3 children. A single encounter with a novel orthographic string was sufficient to produce reliable recall of orthographic detail. Moreover, newly acquired orthographic information was retained 1 month later. These data support the logistic learning functions featured in…
Descriptors: Grade 3, Spelling, Phonology, Recall (Psychology)