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Parsimonious Reading Models: Identifying Teachable Subskills
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Neuhaus, Graham F.; Roldan, Luis W.; Boulware-Gooden, Regina; Swank, Paul R. – Reading Psychology, 2006
Parsimonious models of word recognition and reading comprehension were validated in a sample of third-grade readers. Word recognition was modeled as phonological awareness, decoding skill, and word processing rate. This model demonstrated the importance of unitization of letter clusters for efficient word reading. A curvilinear relation between…
Descriptors: Reading Skills, Word Processing, Word Recognition, Reading Comprehension
Literacy Achievement of Children with Intellectual Disabilities and Differing Linguistic Backgrounds
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Verhoeven, L.; Vermeer, A. – Journal of Intellectual Disability Research, 2006
Background: The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when…
Descriptors: Foreign Countries, Indo European Languages, Second Language Learning, Syntax
Taking a Hard Look at Software. What about Wimpy Software?
Evans, Ron – 1983
Much of the computer software currently available for English teachers fails to assess adequately computer strengths and weaknesses. Labeled "wimpy software," these products are often little more than animated textbooks whose lesson formats exercise little higher-order reasoning. The future for good quality software, therefore, rests with English…
Descriptors: Artificial Intelligence, Authoring Aids (Programing), Computer Assisted Instruction, Computer Software