Descriptor
| Reading Rate | 5 |
| Reading Research | 5 |
| Reading Skills | 5 |
| Elementary Education | 3 |
| Reading Comprehension | 3 |
| Grade 2 | 2 |
| Reading Instruction | 2 |
| Word Recognition | 2 |
| Academic Aptitude | 1 |
| Comparative Analysis | 1 |
| Decoding (Reading) | 1 |
| More ▼ | |
Source
| Reading Research Quarterly | 5 |
Author
| Barr, Rebecca C. | 1 |
| Byrne, Brian | 1 |
| Dowhower, Sara Lynn | 1 |
| Freebody, Peter | 1 |
| O'Shea, Lawrence J. | 1 |
| Samuels, S. Jay | 1 |
| Sindelar, Paul T. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
| Australia | 1 |
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Peer reviewedBarr, Rebecca C. – Reading Research Quarterly, 1973
Presents and discusses findings from exploratory research on the effect of grouping and pace on reading acquisition. (RB)
Descriptors: Elementary Education, Reading Achievement, Reading Instruction, Reading Rate
Peer reviewedO'Shea, Lawrence J.; Sindelar, Paul T. – Reading Research Quarterly, 1983
Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)
Descriptors: Academic Aptitude, Primary Education, Reading Comprehension, Reading Rate
Peer reviewedSamuels, S. Jay; And Others – Reading Research Quarterly, 1975
Descriptors: Comparative Analysis, Elementary Secondary Education, Higher Education, Reading Ability
Peer reviewedDowhower, Sara Lynn – Reading Research Quarterly, 1987
Investigates the effect of two repeated reading procedures on second grade transitional readers' oral reading performance with practiced and unpracticed passages. Found that reading rate, accuracy, comprehension and prosodic reading were significantly improved by repeated reading practice, regardless of training procedure employed. (SKC)
Descriptors: Developmental Studies Programs, Early Reading, Elementary Education, Grade 2
Peer reviewedFreebody, Peter; Byrne, Brian – Reading Research Quarterly, 1988
Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)
Descriptors: Decoding (Reading), Elementary Education, Grade 2, Grade 3
