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Eye Movements and the Perceptual Span in Beginning and Skilled Readers.
Peer reviewed Peer reviewed
Rayner, Keith – Journal of Experimental Child Psychology, 1986
Presents four experiments comparing the perceptual span in second-, fourth-, and sixth-grade readers and skilled adult readers. Suggests that the size of perceptual span is variable and influenced by text difficulty. Concludes that the size of perceptual span does not cause slow reading rates in beginning readers. (Author/DR)
Descriptors: Adults, Beginning Reading, Elementary Education, Elementary School Students
Longitudinal Effects of Verbal Ability, Memory Capacity, and Phonological Awareness on Reading Performance.
Peer reviewed Peer reviewed
Nasland, Jan Carol; Schneider, Wolfgang – European Journal of Psychology of Education, 1991
Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…
Descriptors: Elementary Education, Foreign Countries, Longitudinal Studies, Memory
On-line Processing of Topic Structure by Children and Adults.
Peer reviewed Peer reviewed
Lorch, Elizabeth P.; And Others – Journal of Experimental Child Psychology, 1987
Examines expository text processing abilities of fourth- and sixth-grade students and college students. Reports these major findings: topic sentence reading times were shorter if a transition question informed the reader of the next topic; topic sentence reading times were shorter if the new topic was directly related to the immediately preceding…
Descriptors: Age Differences, College Students, Elementary Education, Elementary School Students
A Comparison of Teacher-, Peer-, and Self-Monitoring with Curriculum-Based Measurement in Reading among Students with Learning Disabilities.
Peer reviewed Peer reviewed
McCurdy, Barry L.; Shapiro, Edward S. – Journal of Special Education, 1992
Four methods of monitoring oral reading rate progress were compared, with 48 elementary age students with learning disabilities. Although no significant differences were found among conditions, results suggest that self- or peer monitoring can be employed (with accuracy of measurement equal to that of teacher monitoring) as an efficient method of…
Descriptors: Elementary Education, Evaluation Methods, Learning Disabilities, Oral Reading
Inner Speech as a Learned Skill.
Peer reviewed Peer reviewed
Beggs, W. D. A.; Howarth, Philippa N. – Journal of Experimental Child Psychology, 1985
Suggests that inner speech is a manifestation of the need to prestructure oral utterances. Among the results, inner speech was found to be acquired by normally developing readers between the ages of 8 and 11, and children comprehended text better when certain prosodic features were made visible on the text. (Author/CB)
Descriptors: Elementary Education, Elementary School Students, Inner Speech (Subvocal), Oral Reading
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-Term Outcomes from Two Instructional Approaches.
Peer reviewed Peer reviewed
Torgesen, Joseph K.; Alexander, Ann W.; Wagner, Richard K.; Rashotte, Carol A.; Voeller, Kytja K. S.; Conway, Tim – Journal of Learning Disabilities, 2001
Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe…
Descriptors: Elementary Education, Individual Instruction, Instructional Effectiveness, Intervention