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Peer reviewedKim, Yeu Hong; Goetz, Ernest T. – Reading Research Quarterly, 1994
Finds that orthographic information dominated word recognition of both good and poor readers and that both semantic contexts and text difficulty influenced the reading of target words. Shows that good readers used orthographic information more than did poor readers, whereas poor readers used semantic context more than good readers. Finds support…
Descriptors: Context Clues, Models, Primary Education, Reading Ability
Download full textMeyer, Linda A.; And Others – 1990
This study determined how children develop reading ability in first and second grade. Subjects, approximately 315 children from 3 school districts in the midwest, were given a series of standardized and customized measures of reading comprehension. Linear structural models were developed at both grade levels using LISREL to explain variance in…
Descriptors: Grade 1, Grade 2, Models, Parent Student Relationship
Peer reviewedKatz, Leonard; Baldasare, John – Journal of Educational Psychology, 1983
Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)
Descriptors: Adults, Association (Psychology), Associative Learning, Comparative Analysis
Kirby, John R.; And Others – 1996
A 2-year longitudinal study investigated the causal contributions of phonological processing to early reading competency. Subjects, 161 kindergarten children, were tested with a battery of measures assessing letter knowledge, reading ability, and 5 phonological constructs: rapid naming ability, rhyming ability, phonological memory (successive…
Descriptors: Beginning Reading, Foreign Countries, Kindergarten Children, Longitudinal Studies
Peer reviewedKragler, Sherry – Reading Improvement, 1991
Compares the effects of the dynamic and traditional testing models on reading placement levels of Chapter I students. Finds that students have a wider range of functioning in reading than traditional placement indicates. Concludes that teachers can place students more accurately by using the dynamic model. (PRA)
Descriptors: Basal Reading, Comparative Analysis, Grade 3, High Risk Students
Peer reviewedSawyer, Diane J. – Journal of Learning Disabilities, 1992
This study evaluated Frith's 3-phase model of reading acquisition with 300 children in 2 cohorts who were followed from kindergarten through grade 3. Varying relationships were found among global language abilities, word recognition abilities, and reading comprehension depending on grade level. Implications for the study and treatment of…
Descriptors: Age Differences, Beginning Reading, Dyslexia, Intervention
Mason, Jana M.; And Others – 1992
A longitudinal study examined the contributions of early language ability, home characteristics, and emerging knowledge about literacy to children's later decoding and comprehension ability. The study followed 127 children from the beginning of kindergarten to the end of grade 3 (when 83 were left). Subjects attended schools in a small, rural,…
Descriptors: Beginning Reading, Emergent Literacy, Factor Analysis, Family Environment
