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Peer reviewed Peer reviewed
Juel, Connie – Reading Research Quarterly, 1983
Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)
Descriptors: Adults, Children, Cognitive Processes, Context Clues
Peer reviewed Peer reviewed
Juel, Connie – Reading Research Quarterly, 1980
Conditions were examined in which second and third graders used context to identify words. The data indicated that good readers were predominantly text-driven, while poor readers used more context clues. (MKM)
Descriptors: Children, Comparative Analysis, Context Clues, Decoding (Reading)