The Common Core State Standards (CCSS) initiative is a state-led effort that establishes a set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest standards across the country and the world. They have been…

This study described oral reading fluency and within word pattern spelling, using rate and accuracy as the fluency measures. Oral reading measures, including reading for one minute, reading an entire passage, word recognition in isolation, and in context reading accuracy were examined with 56 second, third, fourth, and fifth graders. All students…

Children in grades three and four were presented a referential communication task--generating a clue for an imaginary listener that would allow the listener to know which of two similar words was the referent. Performance in the complete instruction condition exceeded control performance for both easy and difficult materials. (Author/LMO)

Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…

Investigates the degree to which practice in isolated word recognition affects children's speed of recognizing words presented within a sentence context. Finds that increased speed of word recognition interacts in a compensatory fashion with reliance upon context as an aid to word recognition. (RS)

Examines contributions of vowel signs in reading Hebrew on memory and comprehension. Finds that vowel signs speeded up recognition memory of words in third graders, and improved recall of words printed in the context of mixed lists in sixth graders. Finds also that vowelization improved memory and comprehension of some prose texts. (RS)

Examines word recognition speed during an on-line reading task that incorporated both a naming latency and a subsequent cued-recall memory requirement. Interprets results in terms of context effects which extend beyond sentence completion boundaries and in terms of developmental differences in automatic expectancy and semantic integration effects.…

Reports on a study that investigated the transfer effects produced by three different word recognition strategies among children in the second, third, and fourth grades. (HOD)

Conditions were examined in which second and third graders used context to identify words. The data indicated that good readers were predominantly text-driven, while poor readers used more context clues. (MKM)

A study of 51 third and 47 fourth graders using a new measure of exposure to print, the Title Recognition Test, established that orthographic processing ability can account for variance in word recognition skill after variance resulting from phonological processing is removed. The importance of print exposure is discussed. (SLD)

Finds that home literacy environment influenced leisure-time reading, and that leisure-time reading contributed to orthographic processing skill beyond the prediction provided by phonological processing skill. Finds that home literacy environment influenced orthographic processing skill indirectly by its influence on leisure-time reading. Shows…

To determine if measures of the frequency of English root words can serve as reliable predictors of knowledge of those words, a 98-item multiple choice vocabulary test, in which all of the items were English root words, was administered to 46 third graders and 45 fourth graders. The percentage of correct responses for the words was correlated with…

This study presented 24 third graders drawn from suburban elementary schools with high frequency, low discriminability words in four conditions. Subjects were randomly assigned to the four tasks individually. It was hypothesized that poor and normal readers would differ in their ability to read high frequency, low discriminability words presented…

Indicates that second, third, and fourth grade children performed significantly better on an easily discriminable word identification test than on a highly confusing version. (FL)

Investigates the degree to which children and adult readers use semantic and syntactic information sources to increase speed of word recognition and to increase speed of determining sentence meaningfulness. Finds three developmental differences in the speed of analyzing these sentences for words/nonwords versus meaningfulness/nonmeaningfulness.…