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Jaramillo, James; Jaramillo, Olga – Online Submission, 2013
When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and…
Descriptors: Morphemes, Syntax, Phonology, Reading Comprehension
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Davis, Andrew – Journal of Philosophy of Education, 2012
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…
Descriptors: Foreign Countries, Higher Education, Reading Instruction, Teaching Methods
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Yeung, Pui-sze; Ho, Connie Suk-han; Chik, Pakey Pui-man; Lo, Lap-yan; Luan, Hui; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Scientific Studies of Reading, 2011
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant…
Descriptors: Foreign Countries, Chinese, Elementary School Students, Grade 1