NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ399792
Record Type: Journal
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A