Descriptor
Source
| Reading World | 252 |
Author
Publication Type
Education Level
Audience
| Practitioners | 47 |
Location
| United States | 2 |
| Japan | 1 |
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
Assessments and Surveys
| Dolch Basic Sight Vocabulary | 1 |
| Slosson Intelligence Test | 1 |
What Works Clearinghouse Rating
Peer reviewedColwell, Clyde G.; Wigle, Stanley E. – Reading World, 1984
Argues that the value of humor in a reading/language arts program may not be understood completely and may often be overlooked. Suggests that the use of humor is supportable by many learning theories and that it has probable affective and cognitive benefits. (FL)
Descriptors: Curriculum Development, Elementary Secondary Education, Humor, Language Arts
Peer reviewedBurton, Elizabeth; Sinatra, Richard – Reading World, 1984
Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Cognitive Style, Kindergarten
Peer reviewedPierson, Dorothy – Reading World, 1984
Examines the overall psychometric adequacy of the Kennedy-Halinski Reading Attitude Inventory and suggests revisions for it so that its subscales may provide reliable diagnostic information to teachers concerning high school students' reading attitudes. (FL)
Descriptors: Attitude Measures, Grade 10, Reading Attitudes, Reading Diagnosis
Peer reviewedBeals, Paul E. – Reading World, 1984
Reviews research concerning the use of newspapers in the classroom and concludes that the practice is highly beneficial to students at all grade levels. (FL)
Descriptors: Academic Achievement, Elementary Secondary Education, Learning Activities, Motivation Techniques
Peer reviewedCastleberry, K. Sue – Reading World, 1984
Notes that by examining the interactive processes involved in comprehending, researchers are concluding that readers use their prior knowledge to actively construct meaning from printed material. Reviews research in metacomprehension and discusses its implications for college reading instruction. (FL)
Descriptors: Cognitive Processes, Higher Education, Learning Theories, Prior Learning
Peer reviewedStafford, Jerry – Reading World, 1973
Descriptors: Grade 3, Grade 6, Oral Reading, Reading Comprehension
Peer reviewedMavrogenes, Nancy A. – Reading World, 1983
Discusses the notion of schemata in theories of reading comprehension: what they are, how they might enter into comprehension, and the two kinds possibly used by readers. Explores teaching implications, using examples for literature classes. (FL)
Descriptors: English Instruction, Higher Education, Learning Theories, Reading Comprehension
Peer reviewedHofler, Donald B. – Reading World, 1982
Argues that many spelling and pronunciation mistakes made by students are due to consonant cognates--two consonant sounds that are produced almost identically with the articulators except that one is voiced and the other is voiceless. (FL)
Descriptors: Consonants, Elementary Secondary Education, Error Analysis (Language), Phoneme Grapheme Correspondence
Peer reviewedSimpson, Michele L. – Reading World, 1983
Discusses the interactional model of learning and the andragogical model of the learner, then examines the implications of these two perspectives in detail with special emphasis on how they affect the college reading specialist's encounters with students who are concerned with independent learning strategies. (FL)
Descriptors: Educational Theories, Higher Education, Learning Processes, Program Improvement
Peer reviewedBaldwin, R. Scott; And Others – Reading World, 1981
Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)
Descriptors: Distinctive Features (Language), Reading Instruction, Reading Skills, Secondary Education
Peer reviewedRauch, Sidney J. – Reading World, 1982
Offers 22 characteristics of a good reading lesson and suggests that administrators keep four things in mind when observing a reading lesson: motivation, clarification, application, and satisfaction. (FL)
Descriptors: Administrator Role, Elementary Secondary Education, Lesson Observation Criteria, Program Effectiveness
Peer reviewedKrieger, Veronica K. – Reading World, 1981
Reports that fourth-grade poor readers were able to identify more high-frequency words in context than in isolation. Discusses the findings in terms of a context-oriented approach of word identification instruction and assessment. (FL)
Descriptors: Context Clues, Grade 4, Intermediate Grades, Reading Difficulties
Peer reviewedChristie, James F. – Reading World, 1979
Suggests the use of the Qualitative Analysis System in conjunction with the Informal Reading Inventory to analyze student reading difficulties. Includes instructions and analysis and profile sheets for using the system correctly. (TJ)
Descriptors: Elementary Education, Error Analysis (Language), Informal Reading Inventories, Measurement Instruments
Peer reviewedBean, Thomas W. – Reading World, 1979
Reviews the use of miscue analysis in conjunction with the informal reading inventory and recommends the use of a miscue mini-form to refine the identification of reading levels and error pattern analysis. Includes a copy of the mini-form. (TJ)
Descriptors: Elementary Education, Error Analysis (Language), Informal Reading Inventories, Miscue Analysis
Peer reviewedGlazer, Susan M. – Reading World, 1978
Presents an approach to an individualized methods course in the teaching of reading that includes goals for both knowledge and performance, the development of modules or learning packets, and ways of testing and checking comprehension. Offers suggestions for organizing the course. (JM)
Descriptors: Class Organization, Educational Objectives, Higher Education, Individualized Instruction
