Effects of Meaning-Focused Cues on Underachieving Readers' Context Use, Self-Corrections, and Literal Comprehension.

Mudre, Lynda Hamilton|McCormick, Sandra

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Peer reviewed

ERIC Number: EJ385142

Record Type: Journal

Publication Date: 1989

Pages: N/A

Abstractor: N/A

Reference Count: N/A

ISBN: N/A

ISSN: N/A

Effects of Meaning-Focused Cues on Underachieving Readers' Context Use, Self-Corrections, and Literal Comprehension.

Mudre, Lynda Hamilton; McCormick, Sandra

Reading Research Quarterly, v24 n1 p89-113 Win 1989

Describes an effort to train parents to respond selectively to miscues and to pay attention to the timing of their responses, to use meaning-focused cues, and to use praise. Concludes that parents can teach and students can learn effective strategies to decrease error rate. (RS)

Descriptors: Context Clues, Cues, Elementary Education, Grade 2, Parent Participation, Parent Student Relationship, Parents as Teachers, Reading Comprehension, Reading Research, Reading Strategies, Remedial Reading, Tutoring

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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