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O'Connor, Evelyn A.; Yasik, Anastasia E. – Reading Psychology, 2007
The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to…
Descriptors: Grade 1, Disabilities, Special Education, Reading Failure
Zipke, Marcy – Reading Psychology, 2007
While it is generally acknowledged that metalinguistic awareness plays a role in decoding ability (National Institute of Child Health and Human Development, 2000), less is known about the role metalinguistic awareness plays in comprehension. In the present study, structural riddles and ambiguous sentences differing in the source of linguistic…
Descriptors: Grade 7, Grade 6, Reading Comprehension, Role
Lee, Gabriel A. – Reading Psychology, 2006
Nassaji and Geva (1999) concluded that lower level processes, particularly efficiency in phonological and orthographic processing contributed significantly to individual differences in adult ESL reading. Moreover, they reported that speed of letter naming, while not directly associated with reading comprehension, was related to linguistic…
Descriptors: Mathematical Formulas, Reading Ability, Reading Achievement, Factor Analysis
Rasinski, Timothy; Stevenson, Bruce – Reading Psychology an international quarterly, 2005
This study tested the effects of a fluency-based home reading program called Fast Start. Thirty beginning first-grade students, representing a wide range of early reading abilities, were randomly assigned to experimental or control conditions for a period of 11 weeks. Parents and students in the experimental group received Fast Start training,…
Descriptors: Recognition (Achievement), Early Reading, Experimental Groups, Word Recognition
Kuhn, Melanie – Reading Psychology an international quarterly, 2005
The present study investigated the reading development of small groups of learners making the transition from intentional decoding to fluent reading. The research focused on the relative effectiveness of repeated and wide reading as a means of developing reading fluency. It also looked at the importance of expressive, or prosodic, reading in…
Descriptors: Comparative Analysis, Intervention, Word Recognition, Reading Fluency
Hiebert, Elfrieda H. – Reading Psychology an international quarterly, 2005
In this study, two groups of second graders participated in Fluency-Oriented Reading Instruction (FORI) but their repeated reading experiences used different kinds of texts. One group--the Literature group--read texts from the district's literature-based, basal reading program. The second group--the Content group--read from a set of science and…
Descriptors: Grade 2, Reading Programs, Reading Rate, Control Groups
Johnson, Evelyn S.; Jenkins, Joseph R.; Jewell, Mark – Reading Psychology an international quarterly, 2005
This research examined the validity of the theoretical model of reading outlined by the Simple View of Reading when measuring reading ability with a performance-based reading test. Participants were 95 fourth-grade, students randomly sampled from four schools in an urban district. The test we studied employed a mixture of traditional…
Descriptors: Writing Ability, Reading Tests, Reading Ability, Performance Based Assessment
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B. – Reading Psychology an international quarterly, 2004
This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…
Descriptors: Middle Schools, Discussion, Classroom Communication, Urban Schools
Diakidoy, Irene-Anna; Stylianou, Polyxeni; Karefillidou, Christina; Papageorgiou, Panayiota – Reading Psychology an international quarterly, 2004
This study examined the hypotheses that (a) the relationship between listening and reading comprehension becomes stronger after decoding mastery; (b) the difference between listening and reading decreases with increasing grade level; and (c) similar patterns of relationship and difference are obtained with narrative and expository texts. The…
Descriptors: Grade 8, Grade 2, Written Language, Listening Comprehension
Park, Hye-Sook; Pearson, P. David; Reckase, Mark D. – Reading Psychology an international quarterly, 2004
Differential item functioning (DIF) statistics were computed using items from the Peabody Individual Achievement Test (PIAT)-Reading Comprehension subtest for children of the same age group (ages 7 through 12 respectively). The pattern of observed DIF items was determined by comparing each cohort across age groups. Differences related to race and…
Descriptors: Age, Sentences, Achievement Tests, Test Bias