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Peer reviewed Peer reviewed
ERIC Number: EJ305337
Record Type: Journal
Publication Date: 1984
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Comparison of the Focal Attention and Contextual Theories as They Relate to the Graphic Similarity and the Level of Frequency of the Words Taught.
Neville, Donald; Woods, Alice R.
Reading Psychology, v5 n1-2 p119-28 1984
Concludes that neither the focal attention nor contextual theory offers a powerful explanation for words learned through visual exposure. (FL)
Descriptors: Educational Theories, Grade 1, Phoneme Grapheme Correspondence, Primary Education, Reading Instruction, Reading Research, Visual Learning, Word Lists, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A