Descriptor
| Reading Processes | 2 |
| Reading Research | 2 |
| Sentences | 2 |
| Word Recognition | 2 |
| Beginning Reading | 1 |
| Context Clues | 1 |
| Context Effect | 1 |
| Function Words | 1 |
| Higher Education | 1 |
| Learning Modalities | 1 |
| Models | 1 |
| More ▼ | |
Source
| Reading Research Quarterly | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedSchwanenflugel, Paula J.; Stowe, Randall W. – Reading Research Quarterly, 1989
Investigates the influence of sentence context on the processing of concrete and abstract words. Results indicate that abstract words take longer than concrete to comprehend and to judge their meaningfulness when they occur in a neutral context. Concludes that this evidence supports the context availability model. (RS)
Descriptors: Context Clues, Context Effect, Higher Education, Models
Peer reviewedEhri, Linnea C.; Wilce, Lee S. – Reading Research Quarterly, 1980
Results of a study in which first graders learned ten unfamiliar function words in two different formats indicated that sentence readers learned more about the syntactic and semantic identities of function words, whereas list readers remembered their orthographic identities better and could pronounce the words faster and more accurately in…
Descriptors: Beginning Reading, Function Words, Learning Modalities, Phonics
