Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Models | 7 |
| Reading Comprehension | 7 |
| Foreign Countries | 6 |
| Reading Skills | 4 |
| Reading Instruction | 3 |
| Children | 2 |
| Decoding (Reading) | 2 |
| Metacognition | 2 |
| Reading Attitudes | 2 |
| Reading Motivation | 2 |
| Reading Processes | 2 |
| More ▼ | |
Source
| Education 3-13 | 1 |
| Education Endowment Foundation | 1 |
| English in Education | 1 |
| Journal of Research in Reading | 1 |
| Literacy | 1 |
| National Literacy Trust | 1 |
Author
Publication Type
| Journal Articles | 4 |
| Reports - Evaluative | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Education | 2 |
| Primary Education | 1 |
Audience
Location
| United Kingdom (England) | 7 |
| Ireland | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkLancaster, Hope Sparks; Li, Jing; Gray, Shelley – Journal of Research in Reading, 2021
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four…
Descriptors: Visual Perception, Attention, Reading Skills, Decoding (Reading)
Download full textClark, Christina; Teravainen, Anne – National Literacy Trust, 2017
Every year in England, thousands of children leave primary school without the confidence and fluency in reading they need. This has a significant effect on their learning, life chances and engagement with reading, and it also has a long-term economic and social impact. The Read On. Get On. (ROGO) campaign was launched in 2014 to address this…
Descriptors: Children, Foreign Countries, Elementary Schools, Reading Instruction
Glazzard, Jonathan – English in Education, 2017
The purpose of this article is to question the suitability of the phonics screening check in relation to models and theories of reading development. The article questions the appropriateness of the check by drawing on theoretical frameworks which underpin typical reading development. I examine the Simple View of Reading developed by Gough and…
Descriptors: Phonics, Foreign Countries, Sequential Learning, Reading Skills
Breadmore, Helen L.; Vardy, Emma J.; Cunningham, Anna J.; Kwok, Rose K. W.; Carroll, Julia M. – Education Endowment Foundation, 2019
Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. The authors identify…
Descriptors: Foreign Countries, Literacy Education, Emergent Literacy, Evidence Based Practice
Concannon-Gibney, Tara; Murphy, Brian – Literacy, 2010
This article investigates issues surrounding the adoption of the "simple view" of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish…
Descriptors: Reading Comprehension, Early Reading, Metacognition, Foreign Countries
Peer reviewedKeast, David – Education 3-13, 1979
The author outlines reading experiences appropriate to students in the middle grades, including reading strategies, study skills, comprehension development, and experiences with literature. Provision of these experiences in the middle school curriculum, through both formal instruction and integration into other curriculum areas, is discussed. (SJL)
Descriptors: Content Area Reading, Curriculum Design, Intermediate Grades, Junior High Schools
Chapman, L. John – 1986
To develop a new model of the reading process, a longitudinal study investigated the importance of the concepts of cohesion and register (fiction or nonfiction) in the assessment of text readability. Subjects, 436 8-year-olds (Cohort A), 474 10-year-olds (Cohort B), and 445 13-year-olds (Cohort C) from 23 urban and rural British schools--most of…
Descriptors: Cognitive Development, Cohesion (Written Composition), Elementary Secondary Education, Fiction
