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What Works Clearinghouse Rating
Peer reviewedPacker, Athol B. – Reading Teacher, 1970
Descriptors: Creative Writing, Disadvantaged, Grade 1, Individualized Instruction
Peer reviewedTerwilliger, 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
Peer reviewedArlin, Marshall; And Others – Reading Research Quarterly, 1978
Kindergarten students were taught words with or without pictures to test the focal attention hypothesis that pictures interfere with sight-word learning. In this study, pictures presented with words facilitated rather than hindered learning. (MKM)
Descriptors: Beginning Reading, Kindergarten, Pictorial Stimuli, Primary Education
Peer reviewedCutler, Robert B.; Truss, Carroll V. – Reading Improvement, 1989
Examines the efficacy of a computer assisted instruction system designed to help junior high school remedial reading students increase their reading motivation by immediately providing definitions for unknown words. Finds that the program increases students' reading rates and actively engages students in reading novels. (RS)
Descriptors: Computer Assisted Instruction, Junior High Schools, Novels, Program Effectiveness
Bunch, A. Kathleen; Matthews, Kenneth M. – 1988
This monograph is based on research designed to (1) identify the vocabulary words introduced at each grade level by the basal reader series adopted by the Georgia Board of Education; (2) determine the extent of overlap among the books is the series; (3) compare these lists with other recognized word lists; and (4) generated a list of words for the…
Descriptors: Basal Reading, Basic Vocabulary, Elementary Education, Reading Comprehension
Download full textKoehler, John, Jr. – 1971
Factors were investigated under acquisition and retention conditions which might be expected to counteract interference brought on by mixing sight and phonics methods. Experiment 1 dealt with training kindergarten children to attend to and encode letter pattern cues and the word's contextual cues. Subjects were trained individually in a series of…
Descriptors: Context Clues, Discrimination Learning, Kindergarten Children, Pattern Recognition
Abrams, Nancy – 1976
The effectiveness of providing tactile-kinesthetic sensory input during reading instruction was investigated in a sample of 60 kinesthetic-preferring first-grade pupils. Children were randomly assigned to a method which was predominantly visual, predominantly auditory, or predominantly kinesthetic. Each child received three 20-minute, individual…
Descriptors: Beginning Reading, Diagnostic Teaching, Doctoral Dissertations, Grade 1
Peer reviewedDickerson, Dolores Pawley – Reading Teacher, 1982
Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)
Descriptors: Black Youth, Educational Games, Grade 1, Primary Education
Peer reviewedHaberlandt, Karl; Graesser, Arthur C. – Discourse Processes, 1989
Describes two subject-paced reading experiments in which word-reading times were collected using the moving-window method. Finds that reading times of content words increase more steeply than reading times for function words. Discusses results in terms of buffer models of reading, the processing of different lexical classes, and hypotheses which…
Descriptors: Associative Learning, Connected Discourse, Context Clues, Function Words
Peer reviewedKaiser, Sherral; And Others – Reading Improvement, 1989
Compares the effectiveness of direct instruction and basal reading instruction in basic word attack and comprehension skills. Finds students' acquisition of basic sight word vocabulary to be greater when taught by direct instruction than by basal instruction. (RS)
Descriptors: Basal Reading, Comparative Analysis, Elementary Education, Grade 2
Ceprano, Maria A. – 1980
A total of 158 children from seven kindergarten classes participated in a study that compared the effectiveness of a context emphasis approach for teaching sight words with an approach that emphasized the distinctive features of the words presented alone. Within classes, the students were assigned in equal numbers to the treatment conditions:…
Descriptors: Beginning Reading, Context Clues, Distinctive Features (Language), Kindergarten Children
Martin, Jane; Sakiey, Elizabeth – 1979
A case study was conducted in which two subjects (a ten-year-old boy and an eleven-year-old girl) classified as neurologically impaired received instruction in identifying familiar syllables within words. The object of this approach was to direct the subjects' attention to familiar letter clusters, thus facilitating word identification. Individual…
Descriptors: Case Studies, Elementary Education, Learning Disabilities, Reading Difficulties
PDF pending restorationAllain, Althea Saizan – 1977
Five hundred second-grade pupils participated in a study of the effect of the Allain Color Pack reading system on reading achievement. Subjects were divided into equal treatment and control groups; each group was stratified according to low, average, and high reading ability determined on the basis of pretests of vocabulary and comprehension. The…
Descriptors: Doctoral Dissertations, Grade 2, Primary Education, Reading Achievement
STRANDBERG, JOEL E.; AND OTHERS – 1967
TWO FEASIBILITY STUDIES WERE CONDUCTED TO OBTAIN EVIDENCE OF THE VALUE OF INSTRUCTING CHILDREN WITH THE TALKING BOOK SYSTEM. SUBJECTS WERE TWO GROUPS OF CHILDREN RANGING IN AGE FROM 5-0 TO 6-1 YEARS. THE CHILDREN MANIPULATED THE EQUIPMENT AND DIRECTED THE MAGNETIC READER IN ORDER TO LEARN TO READ SIX SIGHT WORDS AND THE TWO-WORD SENTENCES…
Descriptors: Auditory Stimuli, Beginning Reading, Electronic Equipment, Paired Associate Learning
Otto, Wayne; Pizzillo, Carole – 1970
The extent to which intralist similarity affects kindergarten pupils' rate of acquisition, word recognition skills, and tendency to generalize responses to similar words was investigated. The subjects were 54 children from a semirural elementary school who had had no formal training in letter recognition. Three acquisition lists were used to…
Descriptors: Basic Vocabulary, Beginning Reading, Kindergarten Children, Reading Instruction
