Descriptor
| Reading Research | 38 |
| Word Recognition | 37 |
| Reading Instruction | 16 |
| Elementary Education | 15 |
| Reading Skills | 10 |
| Beginning Reading | 9 |
| Phonics | 7 |
| Primary Education | 7 |
| Decoding (Reading) | 6 |
| Context Clues | 5 |
| Reading Difficulties | 5 |
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Source
| Reading Teacher | 38 |
Author
Publication Type
| Journal Articles | 15 |
| Reports - Research | 14 |
| Guides - Classroom - Teacher | 3 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Practitioners | 2 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Basic Reading Inventory | 1 |
| Metropolitan Achievement Tests | 1 |
What Works Clearinghouse Rating
Peer reviewedBukovec, Joseph A. – Reading Teacher, 1973
Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)
Descriptors: Elementary Education, Literature Reviews, Phonics, Reading Instruction
Peer reviewedMontgomery, Diane – Reading Teacher, 1977
This study, using the Visual Pattern Recognition Test for Prereading Skills, found that beginning readers improve in word recognition if they are given training in identifying essential components of letters. (HOD)
Descriptors: Decoding (Reading), Pattern Recognition, Perception, Preschool Education
Peer reviewedMcKeon, Christine A.; McKeon, John W. – Reading Teacher, 1978
Students who received phonics and word recognition instruction directly from a teacher developed a more positive attitude toward reading than did students who received instruction through tape-recorded lessons. (MKM)
Descriptors: Attitude Measures, Automation, Phonics, Primary Education
Peer reviewedRosso, Barbara Rak; Emans, Robert – Reading Teacher, 1981
Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)
Descriptors: Elementary Education, Phonics, Reading Achievement, Reading Instruction
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 reviewedEkwall, Eldon E. – Reading Teacher, 1974
According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)
Descriptors: Informal Reading Inventories, Reading Diagnosis, Reading Research, Reading Tests
Peer reviewedDuffelmeyer, Frederick A.; Black, Jeffrey L. – Reading Teacher, 1996
Reports on a study testing the validity of the Names Test, an individually administered phonics assessment. Provides support for the Names Test's validity by showing it to be significantly correlated with established tests of word recognition and decoding ability. (SR)
Descriptors: Decoding (Reading), Elementary Secondary Education, Phonics, Reading Research
Peer reviewedPikulski, John – Reading Teacher, 1970
Descriptors: Advantaged, Disadvantaged, Kindergarten Children, Language Acquisition
Peer reviewedPikulski, John J. – Reading Teacher, 1971
Descriptors: Beginning Reading, Economically Disadvantaged, Feedback, Grade 1
Peer reviewedGraeme, Sharron C.; Harris, Mary B. – Reading Teacher, 1970
Concludes that training in the use of dictionary pronunciations as a means of instructing retarded readers might be more effective if combined with oral reading practice. (RW)
Descriptors: Diacritical Marking, Oral Reading, Pretesting, Pretests Posttests
Peer reviewedHargis, Charles H.; Gickling, Edward E. – Reading Teacher, 1978
Research with kindergarten children showed that low imagery words were more difficult to recall than high imagery words. (MKM)
Descriptors: Imagery, Kindergarten Children, Memory, Primary Education
Peer reviewedFroese, Victor – Reading Teacher, 1971
Descriptors: Cognitive Processes, Comparative Testing, Elementary Education, Learning Processes
Peer reviewedMcCutcheon, Beth A.; McDowell, Eugene E. – Reading Teacher, 1969
Descriptors: Beginning Reading, Kindergarten Children, Learning Theories, Reading Research
Peer reviewedWolff, Diana E.; And Others – Reading Teacher, 1985
Discusses the use of analogy strategies, which involve comparing word parts to other known words, to teach reading. Reports on a study that showed positive effects from teaching analogy strategies to second-grade students and to learning disabled fifth-grade students. (FL)
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Reading Difficulties
Peer reviewedHillerich, Robert L. – Reading Teacher, 1974
Reports a study of fourteen word lists and proposes a basic list of 240 starter words. (TO)
Descriptors: Beginning Reading, Primary Education, Reading Instruction, Reading Research
