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 reviewedSheridan, E. Marcia – Reading World, 1982
Examines various explanations for the lack of reading problems in Japan, including the nature of the Japanese written language, the interest of Japanese parents in teaching young children to read, the different perceptual processes involved in reading Japanese, and the quantity of Japanese publications suitable for preschool children. (FL)
Descriptors: Comparative Analysis, Cultural Differences, Cultural Influences, Developed Nations
Peer reviewedBaumann, James F. – Reading World, 1983
Describes a study that explored third- and sixth-grade students' ability to comprehend main ideas after reading natural expository passages taken from their social studies textbooks. Concludes that the children had much difficulty comprehending the passages' main ideas. Offers suggestions for content area teachers to improve reading comprehension.…
Descriptors: Cognitive Processes, Content Area Reading, Elementary Education, Grade 3
Peer reviewedPeterson, Marilyn L. – Reading World, 1982
Concludes that the reading interests of Mexican-American students differ little from those of other American students. (FL)
Descriptors: Cognitive Style, Comparative Analysis, Cultural Differences, Elementary Secondary Education
Peer reviewedBaumann, James F.; Koch, Kathryn A. – Reading World, 1985
Presents a case study of an eighth-grade girl who received one year of nontraditional remedial reading instruction in which she was treated more like a good reader than a disabled one. Reports that the program produced a moderate improvement in reading ability. (FL)
Descriptors: Case Studies, Educational Philosophy, Elementary Secondary Education, Grade 8
Peer reviewedRouse, Robert E.; Linton, Carol T. – Reading World, 1984
Describes a program offered to preservice and inservice reading teachers as an alternative to reading methods classes that was structured to reconcile the demands of critical theorists for change with the actualities of classroom life. (FL)
Descriptors: Classroom Communication, Higher Education, Learning Activities, Program Improvement
Peer reviewedFlippo, Rona F.; Terrell, William R. – Reading World, 1984
Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)
Descriptors: Cognitive Style, Developmental Programs, Higher Education, Individualized Instruction
Peer reviewedRadencich, Marguerite C. – Reading World, 1984
Reviews results of a survey of reading/study skills texts for college developmental reading courses. Offers survey-based recommendations for selection of texts. (FL)
Descriptors: College Programs, Content Analysis, Developmental Studies Programs, Higher Education
Peer reviewedBromley, Karen; Carpenter, Robert L. – Reading World, 1984
Investigates (1) resource room teacher time use with respect to reading instruction and diagnosis, (2) preparation for teaching reading, and (3) college course work requirements in reading. Questions the adequacy of their preparation for teaching reading, as well as the college requirements for such teachers. (FL)
Descriptors: Higher Education, Reading Diagnosis, Reading Instruction, Reading Research
Peer reviewedGambrell, Linda B.; Jarrell, Mary E. – Reading World, 1980
Describes a Title I summer program in which teachers and aides visited children's homes weekly with the objectives of (1) increasing the amount of reading done by the children during the summer and (2) involving parents in reading activities with their children. Evaluates the program, noting the benefits reported by children, parents, and…
Descriptors: Childrens Literature, Compensatory Education, Disadvantaged Youth, Elementary Education
Peer reviewedRobeck, Carol P. – Reading World, 1982
Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)
Descriptors: Cognitive Style, Concept Formation, Grade 1, Grade 3
Peer reviewedManning, Gary L.; Manning, Maryann – Reading World, 1984
Concludes that students involved in a peer-interaction model and an individual teacher-student conference model of recreational reading instruction obtained higher scores on a reading attitude measure than students in a sustained silent reading and a control model. Students involved in the peer-interaction model received significantly higher…
Descriptors: Academic Aptitude, Class Organization, Grade 4, Intermediate Grades
Peer reviewedHelfeldt, John P. – Reading World, 1983
Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)
Descriptors: Aural Learning, Cerebral Dominance, Cognitive Processes, Cultural Influences
