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Hill, K. Dara – Reading Improvement, 2017
The current climate of reading instruction calls for fluency strategies that stress automaticity, accuracy, and prosody, within the scope of prescribed reading programs that compromise teacher autonomy, with texts that are often irrelevant to the students' experiences. Consequently, accuracy and speed are developed, but deep comprehension is…
Descriptors: Reading Materials, Instructional Materials, Reading Strategies, Beginning Reading
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Maslin, Pamela – Reading Improvement, 2007
Teaching students how to read is one of the most important tasks in elementary schools. The majority of schools use published basal programs to teach students to read. Several published reviews have indicated that past editions of basal readers did not align with appropriate instruction for beginning level readers. In this study I reviewed five of…
Descriptors: Readability, Phonics, Beginning Reading, Basal Reading
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Flanigan, Kevin – Reading Improvement, 2006
This article focuses on a concept that has rarely been studied in beginning reading research--a child's concept of word in text. Recent examinations of this phenomenon suggest that a child's ability to match spoken words to written words while reading--a concept of word in text--plays a pivotal role in early reading development. In this article,…
Descriptors: Beginning Reading, Early Reading, Teacher Role, Emergent Literacy
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Celenk, Suleyman – Reading Improvement, 2003
Considers how reading and writing experiences gained during the preschool period have enormous effect on children's first learning to read and write. Initiates a cross-cultural dimension to the subject matter from an empirical paradigm. Provides some evidence that emergent literacy is extensible to experiences regardless of linguistic forms. (SG)
Descriptors: Beginning Reading, Class Activities, Emergent Literacy, Foreign Countries
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Box, Jeanie A. – Reading Improvement, 2002
Encourages teachers to model the thinking processes that take place as one begins to read and write. Notes that when a teacher thinks aloud as he or she writes, children can better grasp the inner dialogue that occurs. Explains components of the guided writing process and discusses simple suggestions as well as the benefits for early childhood…
Descriptors: Beginning Reading, Class Activities, Cognitive Processes, Early Childhood Education
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Knudson, Ruth E.; Maxson, Sylvia – Reading Improvement, 2001
Reports and discusses students' progress through a 15-week reading course for preservice elementary teachers. Indicates that this group of students demonstrated positive changes in their attitudes/beliefs in the first stage. Notes that the students in Stage 2 differed in evaluations of their field experience, their lesson planning skills, and…
Descriptors: Attitude Change, Beginning Reading, Elementary Education, Higher Education
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Stolee, Peter B. – Reading Improvement, 1971
Descriptors: Beginning Reading, Initial Teaching Alphabet, Phonics, Reading Comprehension
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Hiebert, Elfrieda – Reading Improvement, 1983
A comparison of the self-selected reading words of a group of preschool children to the words in the first reading books of four widely used basal reading series reveals that the children's self-selected words are more imagery-loaded than the words in the readers. (FL)
Descriptors: Basal Reading, Beginning Reading, Child Language, Comparative Analysis
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Rawl, Ruth K.; O'Tuel, Frances S. – Reading Improvement, 1982
Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)
Descriptors: Beginning Reading, Cognitive Development, Kindergarten Children, Mathematics Instruction
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Kramer, Virginia Reyes; And Others – Reading Improvement, 1983
Argues that due to unfamiliarity with certain English sounds, Spanish-speaking children may be hampered in learning initial decoding skills necessary for developing fluent reading. Concludes that a brief ear-training program for the development of overall auditory discrimination can be beneficial to such children. (FL)
Descriptors: Auditory Discrimination, Beginning Reading, Cognitive Processes, English (Second Language)
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Hasson, Elizabeth A. – Reading Improvement, 1983
Concludes that instruction in aural cloze improved kindergarten children's ability to supply words deleted from a story read to them. (FL)
Descriptors: Beginning Reading, Cloze Procedure, Kindergarten, Listening Skills
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Bray, Stuart W. – Reading Improvement, 1981
Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)
Descriptors: Beginning Reading, Linguistics, Primary Education, Reading Instruction
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Neuman, Susan B. – Reading Improvement, 1981
Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (FL)
Descriptors: Beginning Reading, Grade 1, Phonemes, Primary Education
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Cannella, Gaile S. – Reading Improvement, 1982
Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)
Descriptors: Beginning Reading, Cognitive Development, Cognitive Processes, Educational Theories
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Richardson, Ellis; DiBenedetto, Barbara – Reading Improvement, 1977
Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)
Descriptors: Beginning Reading, Decoding (Reading), Early Childhood Education, Literature Reviews
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