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Peer reviewedRichards, Janet C.; And Others – Reading Psychology, 1987
Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)
Descriptors: Grade 1, Grade 3, Phonics, Primary Education
Peer reviewedNevius, John – Reading Psychology, 1987
Describes a stage structure concern for children and phonics. Discusses that among all of the cognitive concepts and abilities constructed by young children, quantitative operations are most closely associated with early successful use of phonics. (JK)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Cognitive Structures
Peer reviewedTempleton, Shane – Reading Psychology, 1989
Examines a unified spelling and vocabulary instruction program for upper-elementary and middle-school students based on research investigating tacit and explicit knowledge of derivational morphology patterns and the orthographic expression of these patterns in semantically related words. Presents implications for and describes a systematic,…
Descriptors: Graphemes, Intermediate Grades, Morphology (Languages), Orthographic Symbols
Peer reviewedBlanchard, Jay – Reading Psychology, 1988
Examines the content of the pamphlet "What Works: Research about Teaching and Learning." Asks (1) what it means to say it is "drawn from""Becoming a Nation of Readers"; and (2) whether the editors are guilty of political chicanery with reading research, as some have argued. (RS)
Descriptors: Editorials, Elementary Education, Independent Reading, Parent Student Relationship
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