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Download full textAnderson, Richard C.; Freebody, Peter – 1982
The "yes/no" method of vocabulary assessment requires students to indicate words they know from among a list of words and nonwords. Preliminary evidence gained from a study involving fifth grade students indicates that the method is superior in many ways to the multiple choice method of assessment. Analysis of "false alarms," cases in which…
Descriptors: Academic Aptitude, Cognitive Processes, Evaluation Methods, Grade 5
Biemiller, Andrew J. – 1980
A study was conducted to replicate earlier findings regarding the relationships between letter, word, and text reading times and measures of reading achievement and to establish the stability of reading times measures and their relationships over a one-year period. Subjects included 150 children in eight age cohorts between grades one and six. The…
Descriptors: Elementary Education, Letters (Alphabet), Longitudinal Studies, Oral Reading
Marshalek, Brachia – 1981
Seventy-four high school seniors participated in a study that examined the construct validity of vocabulary tests and the nature of verbal ability by integrating findings and theories of cognitive psychology with those of differential psychology. The subjects completed three kinds of measurement instruments: (1) an experimental faceted vocabulary…
Descriptors: Cognitive Processes, High School Seniors, High Schools, Language Acquisition
Robeck, Carol P. – 1981
A study was conducted to investigate the relationships between the cognitive variables of cognitive style, understanding of linguistic concepts, and knowledge of word boundaries, as well as their relationships to three measures of reading in beginning and more advanced readers. The children's Embedded Figures Test, a linguistic concept test, a…
Descriptors: Beginning Reading, Cognitive Style, Concept Formation, Grade 1
Kraut, Alan G.; And Others – 1979
This study focused on two questions concerning children's attention to verbal stimulus: How do children of different reading ability attend to repeatedly presented words? Are there differences in children's patterns of attention to words as compared to less meaningful materials? Toward the end of an academic year, 40 first-graders and 40…
Descriptors: Age Differences, Attention, Cognitive Processes, Color
Hoffman, James V. – 1979
The sensitivity of the cumulative cloze task to the effects of contextual buildup across units of discourse larger than the sentence was investigated, with three experiments focusing on a comparative analysis of proficient and developmental readers. In cumulative cloze, a single target word is deleted from a passage and replaced by the same…
Descriptors: Cloze Procedure, College Students, Comparative Analysis, Context Clues
Ganschow, Leonore; And Others – 1979
The influence of context on recognition of words (decoding) and identification of word meanings was examined by presenting 160 test words in list and narrative forms to 16 reading disabled adolescents, 16 normal adolescent readers, and 16 younger normal readers. Relationships between decoding problems and language difficulties were explored.…
Descriptors: Adolescents, Comparative Analysis, Context Clues, Decoding (Reading)
FRANKENSTEIN, ROSELYN; KJELDERGAARD, PAUL M. – 1967
A PILOT EXPERIMENT CONDUCTED TO TEST THE EFFECT OF A SPECIALLY DEVISED PHONIC APPROACH TO EARLY READING IS DESCRIBED. THE PHONIC METHOD USED ACHIEVED SOUND-SYMBOL REGULARITY AND HAD THE FOLLOWING CHARACTERISTICS--(1) CONSONANT GRAPHEMES EACH REPRESENTED ONLY ONE SOUND AND WERE PRINTED USING NEARLY STANDARD ALPHABETIC SYMBOLS. (2) EACH VOWEL…
Descriptors: Beginning Reading, Kindergarten, Learning, Phonetics
ALPERT, HARVEY; TANYZER, HAROLD J. – 1965
BASAL READER SYSTEMS FOR BEGINNERS WERE ANALYZED TO DETERMINE THE EFFECTS OF SPECIFIC SYSTEM FEATURES ON THE READING ACHIEVEMENT OF FIRST-GRADE CHILDREN OF DIFFERENT SEX AND LEVELS OF INTELLIGENCE. THE PROJECT COVERED THE FOLLOWING SYSTEMS--(1) THE LIPPINCOTT "BASIC READING" SERIES, (2) THE "EARLY-TO-READ…
Descriptors: Achievement Gains, Basal Reading, Basic Reading, Beginning Reading
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. – 1979
This handbook is intended for content area teachers in grades seven through twelve who want to help students improve their comprehension of both oral and written language. The first three chapters discuss the nature of comprehension and establish the general philosophical framework for the strategies and activities that make up the major portion…
Descriptors: Basic Skills, Concept Formation, Content Area Reading, Creative Thinking
Sawyer, Walter E.; Sawyer, Jean C. – 1980
The purpose of this study was to investigate the relationships between kindergarten children's preschool experiences and their reading readiness skills. A sample of 42 children, randomly selected from a population of incoming kindergarten students at an upstate New York elementary school, was studied. Prior to entering kindergarten, interviews…
Descriptors: Attendance, Cultural Influences, Early Experience, Educational Television
Stauffer, Russell G.; Hammond, W. Dorsey – 1968
A comparison of the effects of a Language Arts Approach and a Basic Reader Approach when extended from grades 1 and 2 and applied in 22 third-grade classrooms is presented. The Language Arts or Language Experience Approach utilized children's oral language facility and experiences and their creative writing facility in the development of reading…
Descriptors: Basic Reading, Creative Writing, Language Experience Approach, Oral Reading
Youtz, Adella C.; Putnam, Lillian R. – 1968
This exploratory multivariable comparison of an augmented structural (Stern and Gould) and an enriched basal (Winston) program was conducted with two matched classes of low to average ability disadvantaged children in grades 1 and 2. At the end of grade 1 the basal class rated significantly superior on the Gates-MacGinitie Comprehension Test and…
Descriptors: Basal Reading, Basic Reading, Disadvantaged, Grade 1
Bogle, Meta Eloise – 1978
The responses of 84 children (42 in kindergarten and 42 in first grade) while trying to identify sight words that were similar in sound (bowl/pole), similar in sound and shape (boat/boot), or dissimilar (cup/moon) yielded information about phonetic composition as a source of information by which beginning readers identify sight words. The…
Descriptors: Auditory Discrimination, Beginning Reading, Decoding (Reading), Listening Skills
Brace, J. L. – 1957
This pamphlet discusses the need for reliable standardized tests for the selection and classification of Welsh-dominant students in Wales and for the evaluation of their language skills. Because of the correlation in performance, the standardized word-recognition test described here applies to predominantly Welsh-background individuals and not to…
Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Educational Policy
