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Showing 1 to 15 of 65 results
Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing
Direct linkWatkins, Naomi M.; Liang, Lauren Aimonette – Reading Psychology, 2014
This article discusses the various labels and definitions given for texts used for informational reading and writing and the confusion caused by the inconsistency of terms. An EBSCO search on articles published from 2006 to 2011 in the three largest literacy-related professional organizations' journals produced a total of 59 articles.…
Descriptors: Journal Articles, Content Analysis, Reading Materials, Literacy
Christ, Tanya; Wang, X. Christine – Reading Psychology, 2011
Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support children's vocabulary learning--exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support children's learning…
Descriptors: Vocabulary, Children, Early Childhood Education, Vocabulary Development
Blanton, William E.; Wood, Karen D.; Taylor, D. Bruce – Reading Psychology, 2007
Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking,…
Descriptors: Reading Instruction, Educational Strategies, Middle Schools, Reading Research
Lee, Gabriel A. – Reading Psychology, 2006
Nassaji and Geva (1999) concluded that lower level processes, particularly efficiency in phonological and orthographic processing contributed significantly to individual differences in adult ESL reading. Moreover, they reported that speed of letter naming, while not directly associated with reading comprehension, was related to linguistic…
Descriptors: Mathematical Formulas, Reading Ability, Reading Achievement, Factor Analysis
Figueredo, Lauren; Varnhagen, Connie K. – Reading Psychology, 2005
We investigated expectations regarding a writer's responsibility to proofread text for spelling errors when using a word processor. Undergraduate students read an essay and completed a questionnaire regarding their perceptions of the author and the quality of the essay. They then manipulated type of spelling error (no error, homophone error,…
Descriptors: Undergraduate Students, Spelling, Word Processing, Error Patterns
Peer reviewedCatts, Hugh W.; Hogan, Tiffany P. – Reading Psychology, 2003
Presents an overview of the language basis of reading and reading disabilities. Describes the Simple View of Reading, a model of reading that comprises two primary components, word recognition and language comprehension. Reviews research showing that language problems underlie most difficulties children have learning to read. Discusses the…
Descriptors: Early Identification, Learning Disabilities, Primary Education, Reading Comprehension
Peer reviewedCarlisle, Joanne F. – Reading Psychology, 2003
Provides a review of current research on the relevance of morphological awareness to reading and reading instruction. Discusses children's development of awareness of the morphemic structure of words and the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Concludes that educators…
Descriptors: Curriculum Development, Educational Objectives, Elementary Education, Literature Reviews
Peer reviewedDenton, Carolyn A.; Hasbrouck, Jan E.; Weaver, Laurie R.; Riccio, Cynthia A. – Reading Psychology, 2000
Investigates which phonological awareness tasks are more or less difficult in Spanish; whether phonological awareness is a good predictor of reading achievement in Spanish; and whether training in Spanish phonological awareness increases Spanish reading achievement. Offers examples of phonological awareness activities for Spanish early literacy…
Descriptors: Emergent Literacy, Phonology, Primary Education, Reading Achievement
Peer reviewedGoetze, Sandra K.; McElroy, Linda J.; Beach, Sara Ann – Reading Psychology, 1997
Asserts that the cycle of at-risk readers' self-perception and teachers' perception can be broken by providing rich, accelerated literacy instruction. Discusses early intervention programs, such as Reading Recovery and Early Intervention in Reading, and other intervention models such as Success for All. Describes teaching strategies used to…
Descriptors: Beginning Reading, Classroom Techniques, Early Intervention, Elementary Education
Peer reviewedMateja, John A.; Collins, Martha D. – Reading Psychology, 1984
Reviews the work of James M. McCallister, who examined content area reading in school settings in the 1920s. (FL)
Descriptors: Content Area Reading, Educational Trends, Elementary Secondary Education, Ethnography
Peer reviewedBell, H. B.; And Others – Reading Psychology, 1984
Describes four strategies that employ competition as a means to motivate remedial readers to practice decoding. Discusses the value of competition as well as cautions to be exercised in using it. (FL)
Descriptors: Competition, Decoding (Reading), Elementary Secondary Education, Motivation Techniques
Peer reviewedBuss, Kathleen Telepak – Reading Psychology, 1984
Reviews the concept that the melodic features of language play a major role in a child's acquisition of both oral and book language. (FL)
Descriptors: Child Language, Language Acquisition, Language Rhythm, Learning Strategies
Peer reviewedRasinski, Timothy V. – Reading Psychology, 1984
Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)
Descriptors: Cognitive Style, Elementary Secondary Education, Field Dependence Independence, Reading Instruction
Peer reviewedCarlson, Paul E. – Reading Psychology, 1985
Notes that single-subject designs, developed in clinical settings, are now being used for diagnosis and instruction in the schools. Discusses their importance to the teacher. (FL)
Descriptors: Reading Diagnosis, Reading Instruction, Reading Research, Research Design
Peer reviewedHahn, Amos L. – Reading Psychology, 1985
Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)
Descriptors: Academic Aptitude, Inservice Teacher Education, Reading Comprehension, Reading Instruction
