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Peer reviewed
Johns, Jerry; VanLeirsburg, Peggy – Reading Psychology, 1992
Reviews research on the effectiveness of teaching test-wiseness. Finds that minority group members, members of culturally different groups, special education students, and students at every educational level benefit from instruction in test-taking strategies. (RS)
Descriptors: Elementary Secondary Education, Higher Education, Instructional Effectiveness, Literature Reviews
Peer reviewed
Mullikin, Colleen N.; And Others – Reading Psychology, 1992
Finds that low ability and average ability students benefit more from reading plays than reading stories. Finds that the performance of low ability readers equalled high ability readers when both participated in group oral readings of plays. (RS)
Descriptors: Comparative Analysis, Drama, Junior High Schools, Reading Achievement
Peer reviewed
Young, Terrell A.; Daines, Delva – Reading Psychology, 1992
Finds that students ask more interpretive predictive questions than literal or applied predictive questions. Finds that teachers ask more literal prequestions than interpretive or applied prequestions about the same expository selection. (RS)
Descriptors: Elementary Education, Questioning Techniques, Reading Research, Student Characteristics
Peer reviewed
Beach, Sara Ann; Robinson, Robert J. – Reading Psychology, 1992
Finds that children come to preschool with some knowledge of print but do not achieve mastery until the second or third grade. Finds a significant gender effect, but different patterns of that effect for each of the concepts about print task. (RS)
Descriptors: Early Childhood Education, Early Reading, Perceptual Development, Reading Research
Peer reviewed
Baber, Ceola Ross; Stoodt, Barbara D. – Reading Psychology, 1992
Shares classroom practices that are the result of implementing a communication literacy instructional module developed for Project ACHIEVE (Academic Coaching Helps Individuals Experience a Vital Education), a federally funded at-risk prevention program. (RS)
Descriptors: Communication Skills, High Risk Students, Holistic Approach, Program Effectiveness
Peer reviewed
Robinson, Richard, Ed. – Reading Psychology, 1992
Discusses the progress in accurate measurement of reading, the major challenges for reading researchers in developing better measures in reading, and significant developments in the near future. (RS)
Descriptors: Interviews, Reading Achievement, Reading Research, Reading Tests
Peer reviewed
Sensenbaugh, Roger – Reading Psychology, 1992
Annotates 17 conference papers, theses, and journal articles (published between 1989 and 1992) from the ERIC database that discuss the advantages and disadvantages of journal writing at all levels of education. (RS)
Descriptors: Annotated Bibliographies, Elementary Secondary Education, Expository Writing, Journal Writing
Peer reviewed
Laframboise, Kathryn L.; Klesius, Janell – Reading Psychology, 1993
Investigates to what extent children were given opportunities to engage in process writing. Finds a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes. (SR)
Descriptors: Elementary Education, Instructional Materials, Language Arts, Process Approach (Writing)
Peer reviewed
Heller, Mary F.; McLellan, Hilary – Reading Psychology, 1993
Describes a model procedure for integrating direct instruction in story structure with reader response to literature in two settings: traditional storybook read-aloud sessions and nontraditional HyperCard computer sessions. (SR)
Descriptors: Childrens Literature, Grade 5, Hypermedia, Intermediate Grades
Peer reviewed
Buss, Kathleen; And Others – Reading Psychology, 1993
Finds that differences in parent and teacher ratings of low ability readers were more pronounced than the differences for high ability readers. Shows that parents of low readers viewed their children as more adaptable, approachable, and persistent than their teachers, whereas both parents and teachers viewed low readers as distractible. (SR)
Descriptors: Grade 2, Parent Attitudes, Personality Assessment, Primary Education
Peer reviewed
Beach, Sara Ann – Reading Psychology, 1993
Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…
Descriptors: Elementary Education, Instructional Effectiveness, Literature Reviews, Oral Reading
Peer reviewed
Lazarus, Belinda Davis; McKenna, Michael C. – Reading Psychology, 1994
Discusses three significant developments in comprehension theory (integration of information, prior knowledge, and prose organization) together with how certain innovative testing strategies can be used to match theory with format. Finds that six of the tests commonly used by special educators assess either a single dimension of reading…
Descriptors: Elementary Education, Prior Learning, Reading Achievement, Reading Comprehension
Peer reviewed
Cole, Peter G.; Mengler, Elise D. – Reading Psychology, 1994
Finds that children with learning disabilities performed significantly worse on only the first level of phonemic awareness compared to younger children of average reading ability at the same reading age level and significantly worse on compound phonemic awareness compared to a control group. Explicates implications for diagnosis and remediation of…
Descriptors: Comparative Analysis, Language Processing, Phonemic Awareness, Primary Education
Peer reviewed
Harward, Stan V.; And Others – Reading Psychology, 1994
Assesses spelling achievement of fourth graders using four self-corrected test methods (visual and listwise, visual and wordwise, oral and listwise, and oral and wordwise). Finds that wordwise feedback produced significantly higher gains than listwise and no significant differences in gains between visual and oral modes, or among presentation…
Descriptors: Comparative Analysis, Grade 4, Instructional Effectiveness, Intermediate Grades
Peer reviewed
Fry, Pamela G. – Reading Psychology, 1994
Argues that a model of metaphorical thinking developed by 18th-century Italian rhetorician Giambattista Vico demonstrates how meaning is constructed in the reading process. Presents key Vichian concepts, followed by an explanation of how metaphors are created to construct new meaning. Compares the process to an interactive model of reading. (RS)
Descriptors: Elementary Education, Metaphors, Models, Reading