Descriptor
| Phoneme Grapheme… | 2 |
| Word Recognition | 2 |
| Adults | 1 |
| Children | 1 |
| Cognitive Processes | 1 |
| Context Clues | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grouping (Instructional… | 1 |
| Instructional Effectiveness | 1 |
| Language Processing | 1 |
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Source
| Reading Research Quarterly | 2 |
Author
| Juel, Connie | 2 |
| Minden-Cupp, Cecilia | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
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Peer reviewedJuel, Connie – Reading Research Quarterly, 1983
Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)
Descriptors: Adults, Children, Cognitive Processes, Context Clues
Peer reviewedJuel, Connie; Minden-Cupp, Cecilia – Reading Research Quarterly, 2000
Analyzes word recognition instruction in four first-grade classrooms. Finds that: differential instruction may be helpful in first grade; children who enter first grade with low literacy benefit from early and heavy exposure to phonics; and a structured phonics curriculum that includes both onsets and rimes and sounding and blending phonemes…
Descriptors: Grade 1, Grouping (Instructional Purposes), Instructional Effectiveness, Phoneme Grapheme Correspondence
