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Direct linkGoodwin, Amanda P.; Gilbert, Jennifer K.; Cho, Sun-Joo – Reading Research Quarterly, 2013
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that…
Descriptors: Item Response Theory, Morphemes, Semantics, Reading Comprehension
Download full textHershberger, Wayne A.; Terry, Donald F. – 1963
As a follow-up to an original study reported by Hershberger (1963), the present study assessed the instructional effectiveness of typographical cueing in both conventional and programed texts as a function of reading ability, reading instructions, and cueing complexity. A total of 118 eighth graders were divided into eight groups. Each group read…
Descriptors: Grade 8, Programed Instruction, Programed Instructional Materials, Prompting
