Descriptor
| Word Recognition | 3 |
| Elementary Education | 2 |
| Learning Strategies | 2 |
| Reading Instruction | 2 |
| Achievement Tests | 1 |
| Beginning Reading | 1 |
| Educational Research | 1 |
| Educational Theories | 1 |
| Feedback | 1 |
| Models | 1 |
| Oral Reading | 1 |
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| Reading Teacher | 3 |
Publication Type
| Information Analyses | 3 |
| Journal Articles | 3 |
| Reports - Research | 1 |
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Peer reviewedMcCoy, Kathleen M.; Pany, Darlene – Reading Teacher, 1986
Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)
Descriptors: Educational Theories, Elementary Education, Feedback, Learning Strategies
Peer reviewedNolen, Patricia; McCartin, Rosemarie – Reading Teacher, 1984
Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)
Descriptors: Achievement Tests, Educational Research, Elementary Education, Learning Strategies
Peer reviewedGroff, Patrick – Reading Teacher, 1981
Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)
Descriptors: Beginning Reading, Primary Education, Reading Instruction, Syllables
