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| Reading and Writing… | 3 |
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| Naslund, Jan Carol | 3 |
| Samuels, S. Jay | 2 |
| Smolkin, Laura B. | 1 |
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Showing all 3 results
Peer reviewedNaslund, Jan Carol; Smolkin, Laura B. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Notes that reading research has advanced from notions that reading is a visual-perception task of word recognition and decoding to more precise psycho- and neurolinguistic models of language and literacy. Concludes that reading is a skill that develops to an automatic level depending on the degree to which the individual can access phonemic and…
Descriptors: Elementary Education, Phonemics, Reading Comprehension, Reading Processes
Peer reviewedNaslund, Jan Carol; Samuels, S. Jay – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1992
Debates the question of how automaticity in reading develops. Suggests that the traditional view of automaticity development (a result of limited attentional capacity) does not adequately describe the process. Discusses comparisons of alternative views of automaticity and the traditional view. (RS)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, High Risk Students
Peer reviewedSamuels, S. Jay; Naslund, Jan Carol – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Reviews research on lexical access (the process of getting information about a word from a mental dictionary). Discusses implications for comprehension development. Suggests that individual differences in comprehension depend on speed of lexical access as well as on speed of decoding. (SR)
Descriptors: Decoding (Reading), Elementary Secondary Education, Individual Differences, Reading Ability
