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Peer reviewedFrederiksen, John R. – Psychological Review, 1971
Descriptors: Auditory Training, Decision Making, Hypothesis Testing, Models
Peer reviewedEllis, Leonard; And Others – Language and Speech, 1971
Descriptors: Articulation (Speech), Auditory Perception, Context Clues, Cues
Winograd, Eugene; Conn, Charles Paul – Journal of Verbal Learning and Verbal Behavior, 1971
Descriptors: Experiments, Information Processing, Language Research, Memory
Anderson, Norman H. – Journal of Verbal Learning and Verbal Behavior, 1971
Research supported by grants from the National Science Foundation. (DS)
Descriptors: Adjectives, Associative Learning, Charts, Cognitive Processes
Jones, L. D. C. – Visual Educ, 1970
"The first of a 2-part article reviewing research into early reading and suggesting techniques of prompting." (Editor)
Descriptors: Audiovisual Instruction, Basic Reading, Program Design, Prompting
Peer reviewedMorey, Edward; Koenig, Frederick – Language and Speech, 1970
Descriptors: Associative Learning, Cognitive Processes, Communication (Thought Transfer), Cues
Peer reviewedLangford, Ken – Reading Teacher, 1969
Descriptors: Class Activities, Educational Games, Learning Theories, Sight Vocabulary
Whitman, James R. – J Exp Educ, 1969
A Portion of this paper was presented at the 75th Annual Convention, APA, 1967.
Descriptors: Instructional Materials, Learning Processes, Recall (Psychology), Student Participation
Peer reviewedMenary, Susan; And Others – Journal of Speech and Hearing Research, 1982
Eleven four-year-old children were tested for discrimination of the following word pairs: rope/robe, seat/seed, pick/pig, ice/eyes, and mouse/mouth. All word pairs were found to be discriminable, but performance on seat/seed and mouse/mouth was inferior to that of the other word pairs. (Author)
Descriptors: Articulation (Speech), Auditory Discrimination, Language Acquisition, Preschool Education
Peer reviewedReisberg, L. E. – Learning Disability Quarterly, 1982
To examine individual differences among 20 elementary grade learning disabled poor readers in use of contextual cuing to aid word identification, words were presented in both connected text and in isolation. Group statistical analysis found a significant effect favoring context over isolation, although individual analysis favored isolation for…
Descriptors: Context Clues, Elementary Education, Individual Differences, Learning Disabilities
Peer reviewedMartoncik, Kathy O'Brien; Erickson, Lawrence G. – Reading Psychology, 1982
Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)
Descriptors: Classroom Communication, Elementary Education, Oral Reading, Reading Instruction
Peer reviewedSilverman, Wayne P.; Ulatowski, Paul E. – Perceptual and Motor Skills, 1981
Two experiments examined the perceptual processing of letters embedded within one- and two-syllable words and visually similar nonwords. Results suggest that (1) the size of compelling perceptual units seems limited, and (2) unit size is not necessarily related to the correspondence between letter order and pronounceability. (Author/BW)
Descriptors: Cognitive Processes, Higher Education, Letters (Alphabet), Reading Processes
Peer reviewedMoore, Phillip J. – Educational Research, 1982
The focus of this review is on children's verbalized knowledge about various aspects of reading (gained primarily from interviews) rather than the regulation of that knowledge, which tends to be the other well-represented division in metacognitive research. (Author/CT)
Descriptors: Child Development, Elementary School Students, Linguistic Competence, Metacognition
Peer reviewedHillerich, Robert L. – Elementary School Journal, 1981
Examines the assertion that any student at a second- to-third-grade level or beyond who can recognize the base form of a word will also recognize regularly inflected forms of the same word. Subjects are 54 average fourth graders and 56 poor readers in grades six through nine. (CM)
Descriptors: Elementary Education, Elementary School Students, Reading Difficulties, Reading Skills
Peer reviewedPaap, Kenneth R.; And Others – Psychological Review, 1982
An encoding algorithm uses empirically determined confusion matrices to activate units in an alphabetum and a lexicon to predict performance of word, orthographically regular nonword, or irregular nonword recognition. Performance is enhanced when decisions are based on lexical information which constrains test letter identity. Word prediction…
Descriptors: Letters (Alphabet), Lexicology, Models, Orthographic Symbols
