Do Children Read Words Better in Context or in Lists? A Classic Study Revisited.

Nicholson, Tom

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Peer reviewed

ERIC Number: EJ442334

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Do Children Read Words Better in Context or in Lists? A Classic Study Revisited.

Nicholson, Tom

Journal of Educational Psychology, v83 n4 p444-50 Dec 1991

Results from 197 elementary school students (97 males and 100 females) aged 6, 7, and 8 years from New Zealand suggest that only poor and younger average readers clearly read better in context than in lists. Good readers, even when younger, seem to be less reliant on context clues. (SLD)

Descriptors: Achievement Gains, Age Differences, Comparative Analysis, Context Clues, Context Effect, Elementary Education, Elementary School Students, Foreign Countries, High Achievement, Low Achievement, Reading Achievement, Reading Comprehension, Word Recognition, Young Children

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New Zealand

Grant or Contract Numbers: N/A