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Blending: Basic Process or Beside the Point?
Peer reviewed Peer reviewed
Groff, Patrick – Reading World, 1976
Concludes that word blending is a controversial issue and questions its usefulness. (RB)
Descriptors: Beginning Reading, Literature Reviews, Primary Education, Reading Research
The Usefulness of Linguistically-Based Word Generalizations
Peer reviewed Peer reviewed
Emans, Robert; Harms, Jeanne McLain – Reading World, 1973
Descriptors: Elementary Education, Language Patterns, Phonics, Reading Instruction
Word Identification Strategies in Context of a Gain and No-Gain Remedial Reading Group.
Peer reviewed Peer reviewed
Fagan, William T. – Reading World, 1984
Describes a study that analyzed 273 responses to test words in context to determine which word identification strategies were being used by students who made gains in remedial reading classes. (FL)
Descriptors: Elementary Secondary Education, Reading Comprehension, Reading Research, Reading Strategies
The Relation between the Discrimination of Letter-Like Forms and Word Recognition.
Peer reviewed Peer reviewed
Rupley, William H.; And Others – Reading World, 1979
Describes a study of the visual discrimination abilities of children who varied in their ability to recognize words. Indicates that visual discrimination skills of the type needed to discriminate between single artificial graphemes do not seem essential for the word recognition aspect of reading. (TJ)
Descriptors: Beginning Reading, Elementary Education, Graphemes, Reading Instruction
The Reflection-Impulsivity Dimension and Reading Ability
Peer reviewed Peer reviewed
Lesiak, Judi – Reading World, 1978
Discusses a study which compared the reading scores of first and fifth-grade subjects classified as reflective or impulsive. Reflective first-grade girls scored higher on all tests than impulsive girls, reflective first-grade boys scored higher than impulsive boys on the critical reading measure, and no differences were found for fifth-grade…
Descriptors: Comparative Analysis, Critical Reading, Elementary Education, Reading Ability
Relationship of Cognitive Style and Word Type for Beginning Readers.
Peer reviewed Peer reviewed
Burton, Elizabeth; Sinatra, Richard – Reading World, 1984
Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Cognitive Style, Kindergarten
Differences in Poor Readers' Abilities to Identify High-Frequency Words in Isolation and Context.
Peer reviewed Peer reviewed
Krieger, Veronica K. – Reading World, 1981
Reports that fourth-grade poor readers were able to identify more high-frequency words in context than in isolation. Discusses the findings in terms of a context-oriented approach of word identification instruction and assessment. (FL)
Descriptors: Context Clues, Grade 4, Intermediate Grades, Reading Difficulties
The Effect of Context on Ascertaining Word Meaning.
Peer reviewed Peer reviewed
Duffelmeyer, Frederick A. – Reading World, 1984
Concludes that not only does context facilitate the ascertainment of word meaning, but that it does so for poor readers and good ones alike. (FL)
Descriptors: Academic Aptitude, Context Clues, Grade 8, Reading Comprehension
The Effects of Learning Confusable Words on Subsequent Learning of High or Low Imagery Words.
Peer reviewed Peer reviewed
Terwilliger, Paul N.; Kolker, Brenda S. – Reading World, 1982
Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)
Descriptors: Beginning Reading, Grade 1, Primary Education, Reading Research
The Keyword Method: An Alternative Vocabulary Strategy for Developmental College Readers.
Peer reviewed Peer reviewed
Roberts, Judy; Kelly, Nancy – Reading World, 1985
Concludes that the keyword method is effective means of vocabulary learning in the college classroom. (FL)
Descriptors: College Students, Developmental Studies Programs, Higher Education, Learning Strategies
The Impact of Writing Instruction on Learning to Read.
Peer reviewed Peer reviewed
Shanahan, Timothy – Reading World, 1980
Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)
Descriptors: Elementary Secondary Education, Language Arts, Literature Reviews, Reading Attitudes
A Study of Cognitive Style, Knowledge of Linguistic Concepts, and Reading Achievement of First and Third Grade Children.
Peer reviewed Peer reviewed
Robeck, Carol P. – Reading World, 1982
Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)
Descriptors: Cognitive Style, Concept Formation, Grade 1, Grade 3