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Sparber, Ilona – Australian Journal of Reading, 1979
Describes the Neurological Impress Method (NIM) of developing reading fluency, the uses of NIM with readers aged 3 to 30, and methods of adapting NIM to the general classroom situation. (AEA)
Descriptors: Adult Basic Education, Elementary Secondary Education, Reading Difficulty, Reading Improvement
Peer reviewed Peer reviewed
Burley, JoAnne E. – Negro Educational Review, 1980
Reports on a study comparing four reading practice methods (sustained silent reading, programed textbooks, programed cassette tapes, and programed skill development kits) used with Upward Bound students. Sustained silent reading was found to be significantly more successful in improving educationally deprived students' literal and inferential…
Descriptors: Compensatory Education, Educationally Disadvantaged, Reading Comprehension, Reading Improvement
Britton, Bruce K.; And Others – Journal of Experimental Psychology: Human Learning and Memory, 1979
Reaction time to reading sentences which were not clearly interrelated was longer when a paragraph was titled to give it to more discourse (paragraph) level meaning. The presence of titles had no effect on reaction times for meaningful paragraphs, however. (CP)
Descriptors: Cognitive Ability, Cognitive Processes, Connected Discourse, Context Clues
Christenson, Carl; Christenson, Jacqueline – Journal of Developmental and Remedial Education, 1979
Presents elements of a reading improvement program at Indiana University designed to assist science students. The program uses college-level textbooks, redefines reading as the reception of ideas rather than the calling of words, seeks to increase reading speed, and stresses pragmatic study skills. (DR)
Descriptors: Compensatory Education, Developmental Programs, Postsecondary Education, Program Descriptions
Cunningham, Anne; Stanovich, Keith – Principal, 2003
Discusses research that supports proposition that the more children read the greater their vocabulary growth and cognitive skills. Offers several suggestions for how principals can promote more independent reading during and after school. (Contains 2 tables and 14 references.) (PKP)
Descriptors: Administrator Role, Elementary School Students, Independent Reading, Preschool Children
Reinking, David – Computing Teacher, 1989
Discussion of the development of educational software for reading instruction focuses on seven misconceptions that reflect a misunderstanding of the reading process and a misapplication of the principles of instructional design to the teaching of reading. Highlights include electronic text versus printed text; sound-symbol correspondence;…
Descriptors: Computer Assisted Instruction, Computer Graphics, Courseware, Elementary Education
Peer reviewed Peer reviewed
Segalowitz, Norman – Language Learning, 1991
Discusses whether high levels of skill in one's second language (L2) leads to loss of performance in one's first language (L1). Data are reviewed indicating that a high level of reading skill in L2 may indeed be associated with slower reading in L1. (21 references) (Author/VWL)
Descriptors: Bilingualism, Language Acquisition, Language Processing, Language Skill Attrition
Peer reviewed Peer reviewed
Skinner, Christopher H.; And Others – Journal of Learning Disabilities, 1993
Twelve secondary students with learning disabilities read aloud from a text after previewing the passage under one of three conditions. Results showed significant decreases in error rates under slow-rate listening previewing and silent previewing and showed that slow-rate listening previewing resulted in fewer errors per minute than did fast-rate…
Descriptors: Error Analysis (Language), Error Patterns, Instructional Effectiveness, Intervention
Peer reviewed Peer reviewed
Rasinski, Timothy V.; Padak, Nancy D. – Reading Psychology, 1998
Examines how elementary students referred for compensatory remedial reading services performed on several key reading process variables: word recognition errors, meaning-changing errors, comprehension, and reading rate. Finds word recognition and comprehension variables approached instructional levels, and reading rate alone was significantly…
Descriptors: Elementary Education, Reading Comprehension, Reading Difficulties, Reading Fluency
Peer reviewed Peer reviewed
Vaughn, Sharon; Chard, David J.; Bryant, Diane Pedrotty; Coleman, Maggie; Tyler, Brenda-Jean; Linan-Thompson, Sylvia; Kouzekanani, Kamiar – Remedial and Special Education, 2000
Eight classrooms of third graders (n=111) and their teachers were provided with two intervention strategies, partner reading intervention designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Over time, there were statistically significant effects for rate of reading for both interventions for low- to…
Descriptors: Grade 3, Instructional Effectiveness, Peer Teaching, Primary Education
Peer reviewed Peer reviewed
Joshi, R. Malatesha; Aaron, P. G. – Journal of Research in Reading, 2002
Establishes a suitable composite index which combines speed and accuracy in the measurement of decoding skill. Examines whether speed acts as a confounding factor in the measurement of decoding ability. Sees whether familiarity with the word acts as a confounding factor in the assessment of spelling skills. Indicates that including word-naming…
Descriptors: Decoding (Reading), Elementary Education, Familiarity, Grade 2
Peer reviewed Peer reviewed
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Peelle, Jonathan E.; McMillan, Corey; Moore, Peachie; Grossman, Murray; Wingfield, Arthur – Brain and Language, 2004
Sentence comprehension is a complex task that involves both language-specific processing components and general cognitive resources. Comprehension can be made more difficult by increasing the syntactic complexity or the presentation rate of a sentence, but it is unclear whether the same neural mechanism underlies both of these effects. In the…
Descriptors: Sentence Structure, Speech, Brain, Listening Comprehension
Peer reviewed Peer reviewed
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Liddle, Elizabeth; Jackson, Georgina; Jackson, Stephen – Dyslexia, 2005
A prototype of a biofeedback system designed to treat dyslexia by improving heart-rate variability was evaluated in a single blind study of dyslexic adults. Treatment consisted of four 15 minute exposures to a visual display synchronized with either the participant's own cardiac cycle (intervention condition), or of a synthesized cardiac cycle…
Descriptors: Visual Stimuli, Intervention, Reading Fluency, Dyslexia
Peer reviewed Peer reviewed
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Cutting, Laurie E.; Scarborough, Hollis S. – Scientific Studies of Reading, 2006
Reading comprehension scores from the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypothesized to contribute to comprehension and account for comprehension differences. In a sample of 97…
Descriptors: Reading Comprehension, Word Recognition, Language Proficiency, Thinking Skills
Peer reviewed Peer reviewed
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Bosman, Anna M. T.; Vonk, Wietske; van Zwam, Margriet – Annals of Dyslexia, 2006
Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to…
Descriptors: Spelling, Reliability, Dyslexia, Word Recognition
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