Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children.

Cartwright, Kelly B.

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Peer reviewed

ERIC Number: EJ644664

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children.

Cartwright, Kelly B.

Journal of Educational Psychology, v94 n1 p56-63 Mar 2002

A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over contributions made by age, domain-general multiple classification skill, decoding skill, and verbal ability. (Author)

Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary School Students, Elementary Schools, Learning Processes, Phonics, Reading Instruction, Reading Skills, Structural Analysis (Linguistics), Teaching Methods, Thinking Skills

Publication Type: Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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