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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ644664
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children.
Cartwright, Kelly B.
Journal of Educational Psychology, v94 n1 p56-63 Mar 2002
A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over contributions made by age, domain-general multiple classification skill, decoding skill, and verbal ability. (Author)
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary School Students, Elementary Schools, Learning Processes, Phonics, Reading Instruction, Reading Skills, Structural Analysis (Linguistics), Teaching Methods, Thinking Skills
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Multiple Classification Analysis