This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…

This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…

Stop for a moment and wonder: what's happening in your brain right now--as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? "Why does it matter?" "The Reading Mind" is a brilliant, beautifully crafted, and…

In this article, the authors state that increases in technological capabilities are enabling more students to complete schoolwork in online learning environments--in addition to and sometimes instead of traditional classrooms. Teachers, parents, and learning coaches who are working with students using these online environments need to know about…

Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)

One hundred thirty-eight second graders, identified by their teachers as "poor readers with incomplete phonics skills" were given four specially constructed tests of phonics skills: a context test over meaningful but visually unfamiliar words, an isolated sounds test, a McKee type multiple choice test, and a word completion test. Eighty…

Ninety-three first grade children participated in a study that examined the relationship among instructional materials, other factors such as test scores, and the growth and application of letter-sound correspondence knowledge. The study also sought to determine the importance of letter-sound correspondence knowledge in the acquisition and…

A task analysis of the conceptual skills prerequisite to learning to read by a phonics-based method is made in an attempt to distinguish these skills from reading's component skills. The model for task analysis presented by Gagne, in which a cumulative learning of prerequisite conceptual skills is assumed, is used. The analysis deals primarily…

These are findings of theoretical interest from: (i) follow-up of a case study of a precocious reader; and (ii) normally developing readers who served as comparison groups. The precocious reader was first reported when 2-3 years of age (Cognition 74 (2000) 177). From 3 to 7 years of age her precocious reading development continued, her word…

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)

E. Boder and S. Jarrico have developed a test designed to measure the cognitive deficits underlying reading disabilities, which they claim will identify two basic reader subtypes: those with deficits in auditory-linguistic processing skills (dysphonetic) and those with the inability to process visual-spatial information (dyseidetic). To examine…

To investigate the effects of training children in a specific learning facilitation skill, a study was devised that taught the association of the sounds of letters with their visual symbols. Twenty-six kindergarten children, 75% from low income homes and 75% of part-Hawaiian origin, were paired according to their pretraining scores on a letter…

The purpose of the third edition of this book is to explore what must be involved in reading by addressing such topics as language, information theory, learning theory, the development of spoken language ability, and the physiology of the eye and brain. It is designed to serve as a handbook for language arts teachers, a text on the psychology of…