NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ648566
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0922-4777
The Relation of Beginning Readers' Reported Word Identification Strategies to Reading Achievement, Reading-Related Skills, and Academic Self-Perceptions.
Tunmer, William E.; Chapman, James W.
Reading and Writing: An Interdisciplinary Journal, v15 n3-4 p341-58 Jun 2002
Examines beginning readers' reported word identification strategies for identifying unfamiliar words in text in relation to reading achievement, reading-related skills, and academic self-perceptions. Indicates that children who reported using word-based strategies showed superior reading and reading-related performance, and reported more positive self-efficacy beliefs in reading and more positive academic self-concepts than children who reported using text-based strategies. (SG)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A