Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness.

Freebody, Peter; Byrne, Brian

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Peer reviewed

ERIC Number: EJ378641

Record Type: Journal

Publication Date: 1988

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Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness.

Freebody, Peter; Byrne, Brian

Reading Research Quarterly, v23 n4 p441-53 Fall 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, Phoneme Grapheme Correspondence, Phonemic Awareness, Reading Comprehension, Reading Rate, Reading Research, Reading Skills, Sight Vocabulary, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

Grant or Contract Numbers: N/A