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Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context.
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Chapman, James W.; Tunmer, William E.; Prochnow, Jane E. – Scientific Studies of Reading, 2001
Examines the relation between the development of phonological processing skills and the effectiveness of Reading Recovery (RR) in a whole language instructional context. Finds that: RR and poor reader comparison groups had deficiencies in phonological-processing skills before participation; participation in the program did not reduce these…
Descriptors: Instructional Effectiveness, Longitudinal Studies, Phonology, Primary Education
Early Reading-Related Skills and Performance, Reading Self-Concept, and the Development of Academic Self-Concept: A Longitudinal Study.
Peer reviewed Peer reviewed
Chapman, James W.; Tunmer, William E.; Prochnow, Jane E. – Journal of Educational Psychology, 2000
Examines relations between academic self-concept (ASC) and measures of reading-related performance and self-concept in 60 beginning school children who were assessed as having positive, negative, or typical ASCs. Data reveals that children with negative ASCs performed poorly on reading-related tasks and reported more negative reading self-concepts…
Descriptors: Academic Achievement, Beginning Reading, Foreign Countries, Longitudinal Studies
Phonemic Segmentation Skill and Beginning Reading.
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Tunmer, William E.; Nesdale, Andrew R. – Journal of Educational Psychology, 1985
This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…
Descriptors: Beginning Reading, Decoding (Reading), Elementary School Students, Foreign Countries
Phonological Processing Skills and the Reading Recovery Program.
Peer reviewed Peer reviewed
Iversen, Sandra; Tunmer, William E. – Journal of Educational Psychology, 1993
To determine whether the Reading Recovery (RR) program would be more effective if systematic instruction in phonological-recoding skills were incorporated, first-grade at-risk readers were divided into 3 groups of 32 children each (modified RR, standard RR, and standard intervention groups). Reading progress was strongly related to…
Descriptors: Cognitive Processes, Elementary School Students, Encoding (Psychology), Grade 1
Onset/Rime Sensitivity and Orthographic Analogies in Normal and Poor Readers.
Peer reviewed Peer reviewed
Greaney, Keith T.; Tunmer, William E. – Applied Psycholinguistics, 1996
Studied the relationship between the ease with which children use orthographic analogies and their reading skills. Results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rhyme sensitivity, but less well on visually/orally presented rhyme tasks.…
Descriptors: Analysis of Variance, Context Clues, Control Groups, Elementary School Students