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The Effects of an Introductory Provision of Context on the Oral Reading Behaviour of an above-Average Reader.
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Knott, Tony; Moore, Dennis W. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1988
Investigates the effects of prior provision of context on the reading behavior of an above-average reader. Results indicate that discussion of context, through examining relevant illustrations, answering questions, and introducing new words, significantly decreased errors and slightly increased the amount of self-correction. (Author/GEA)
Descriptors: Context Effect, Foreign Countries, Oral Reading, Reading Improvement
Reading but Not Understanding.
Peer reviewed Peer reviewed
Dymock, Susan – Journal of Reading, 1993
Investigates why some middle school students appear to be good decoders but have problems with reading comprehension. Shows that their listening comprehension was no better than their reading comprehension, and thus rather than needing further instruction in decoding, they require assistance in developing their general language and listening…
Descriptors: Decoding (Reading), Foreign Countries, Junior High Schools, Listening Comprehension
Parents as Remedial Reading Tutors: A Report on the Work of the Mangere Home and School Project. Set Research Information for Teachers, Number Two, Item 3.
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Robinson, Viviane; And Others – 1979
A study was conducted in South Auckland, New Zealand, to discover how parents could help children with reading difficulties. Specifically, the study addressed three questions: Do parents want to help improve their children's reading? Can parents learn specific reading tutoring skills? Does parent tutoring improve children's reading, both at home…
Descriptors: Elementary Secondary Education, Foreign Countries, Home Instruction, Parent Role
Sensitive Observations and the Development of Literacy.
Peer reviewed Peer reviewed
Clark, Margaret M. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1992
Reviews contributions made by Marie Clay to the field of reading instruction and literacy. Maintains that Clay refused to be drawn into the battle between the phonics and "whole-word" approaches to reading instruction. Discusses the current status of language instruction in Great Britain and Clay's continuing significance. (CFR)
Descriptors: Child Development, Developmental Stages, Educational History, Elementary Education