Peer reviewedERIC Number: EJ399792
Record Type: Journal
Publication Date: 1989
Pages: N/A
Abstractor: N/A
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Word and Context in Reading Development: A Test of the Interactive-Compensatory Hypothesis.
Goldsmith-Phillips, Josephine
Journal of Educational Psychology, v81 n3 p299-305 Sep 1989
The reliance of 12, 18, and 22 children in grades 2, 4, and 6, respectively, on context- versus word-based information was studied. Factor analysis of error scores yielded a structure reflecting 3 information sources: graphophonic information; context to identify words; and comprehension monitoring. Age differences in decoding strategies were apparent. (TJH)
Descriptors: Age Differences, Child Development, Children, Cognitive Development, Context Clues, Decoding (Reading), Elementary Education, Elementary School Students, Factor Analysis, Grade 2, Grade 4, Grade 6, Intermediate Grades, Phoneme Grapheme Correspondence, Phonics, Reading Comprehension, Reading Strategies, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
Grant or Contract Numbers: N/A
