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Cohen, David; Plaza, Monique; Perez-Diaz, Fernando; Lanthier, Odile; Chauvin, Dominique; Hambourg, Nicole; Wilson, Anna J.; Basquin, Michel; Mazet, Philippe; Riviere, Jean Philippe – Research in Developmental Disabilities: A Multidisciplinary Journal, 2006
Reading therapy has been shown to be effective in treating reading disabilities (RD) in dyslexic children, but little is known of its use in subjects with mild mental retardation (MR). Twenty adult volunteers, with both RD and mild MR, underwent 60 consecutive weeks in a cognitive remediation program, and were compared with 32 untreated control…
Descriptors: Volunteers, Reading Difficulties, Mild Mental Retardation, Identification
Loeschmann, Martin – Deutsch als Fremdsprache, 1975
Discusses the use of silent reading in foreign language teaching and various stages in perfecting silent reading. (Text is in German.) (IFS/WGA)
Descriptors: Language Instruction, Language Skills, Reading Processes, Reading Skills
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Tovey, Duane R. – Reading Teacher, 1976
Descriptors: Cognitive Processes, Elementary Education, Psycholinguistics, Reading Instruction
Kleiman, Glenn M. – Journal of Verbal Learning and Verbal Behavior, 1975
Three experiments explored whether recoding to speech during reading occurs before or after lexical access, or not at all. Tests determined the effects of a concurrent shadowing task on lexical information retrieval. Results indicate a model of reading in which speech recoding occurs after lexical access, with temporary word storage. (CHK)
Descriptors: Cognitive Processes, Decoding (Reading), Inner Speech (Subvocal), Reading Comprehension
D'Angelo, Karen – 1979
A study examined the effect on speed and comprehension performance of one silent rereading following an initial silent reading. Each of 17 fourth grade students silently read two 500-word selections, which were written at the third grade level, and then responded orally to 20 literal and above-literal questions based on the materials. The silent…
Descriptors: Grade 4, Intermediate Grades, Reading Comprehension, Reading Rate
Langer, Judith A. – 1977
A dynamic model of reading that represents the processes of gaining idiosyncratic integrated meaning from the silent reading of continuous textual discourse has been developed. It includes the roles of the affective interactions as well as the cognitive connections and integrations energized during the silent reading of a continuous text. The…
Descriptors: Cognitive Processes, Models, Reading Comprehension, Reading Processes
McConkie, George W.; And Others – 1979
Three problems in the use of eye movement data for the study of language processing are discussed in this report: the perceptual span problem, the data summary problem, and the eye-mind lag problem. Recent research on perception during reading that bears on these problems is also described. Finally, a general approach to the use of eye movement…
Descriptors: Eye Movements, Language Processing, Perception, Reading Processes
Thomas, Charles R. – 1971
One hundred and fifteen first graders were randomly assigned to experimental and control groups. Experimental pupils used the Visual Tracking program, and the control pupils participated in directed listening activities in separate rooms. The teachers followed a weekly rotating schedule in supervising the groups. After 12 weeks of training,…
Descriptors: Eye Movements, Grade 1, Sex Differences, Silent Reading
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Locke, John L. – Cognition, 1978
Twenty-four deaf and 24 hearing children were asked to locate three target letters (c,g, and h) in prose. Target letters were either phonemically modal (pronounced, as g in badge) or nonmodal (silent, as g in rough). Hearing children, as expected, detected significantly more modal than nonmodal forms, while deaf children detected the same number…
Descriptors: Deafness, Elementary Secondary Education, Handicapped Children, Phoneme Grapheme Correspondence
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Lynch, Douglas J. – Reading Improvement, 1988
Describes an experiment investigating the reading comprehension performance of fifth grade readers under three reading conditions: listening, silent reading, and round robin oral reading. Finds that comprehension declined from listening, to silent, to round robin oral reading. (RAE)
Descriptors: Critical Thinking, Elementary Education, Grade 5, Listening Comprehension
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Bruteig, J. M. – Journal of Visual Impairment and Blindness, 1987
Analysis of late-blind Norwegian adults' (N=35) reading rates (texts and single words) in contracted and uncontracted Braille revealed that: rates were higher for reading contracted versions of text and single words, and highest for contracted single words. "Slow" readers saved more time when reading texts which frequently used…
Descriptors: Adults, Adventitious Impairments, Blindness, Braille
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Salasoo, Aita – Reading Research Quarterly, 1986
Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…
Descriptors: Cognitive Processes, Higher Education, Memory, Oral Reading
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Wiesendanger, Katherine D.; Birlem, Ellen D. – Reading Horizons, 1984
Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)
Descriptors: Program Effectiveness, Reading Improvement, Reading Instruction, Reading Research
Pilgreen, Janice L. – 2000
This book provides an explanation of sustained silent reading, why it is important, and how to implement it in school and classroom programs. The book presents an overview of underlying research and reviews eight essential factors ensuring a program's success, explicitly identifying them and explaining how they may be incorporated. The factors…
Descriptors: Program Effectiveness, Program Implementation, Reading Habits, Reading Programs
Gardner, Traci – 2003
The independent reading program described in this lesson plan gives students time to read what they want to read, share what they have read, and receive the support they need for further reading explorations and reflections. Students will: work in a community of readers and learners, including other class members, family members, their teacher,…
Descriptors: Elementary Education, Independent Reading, Journal Writing, Reading Programs
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