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Direct linkVogelzang, Margreet; Fuhrhop, Nanna; Mundhenk, Tobias; Ruigendijk, Esther – Journal of Research in Reading, 2023
Background: German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus…
Descriptors: German, Nouns, Punctuation, Phrase Structure
Coch, Donna; Hua, Jianjun; Landers-Nelson, Allison – Journal of Research in Reading, 2020
Background: Evidence indicates that fluent readers automatically decompose morphologically complex words. However, few studies have directly compared processing of stimuli comprising different types of morphemes, particularly bound and free morphemes. Methods: Eighty fluently reading young adults participated in a lexical decision task with word…
Descriptors: Morphemes, Accuracy, Decision Making, Reading Fluency
Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami – Journal of Research in Reading, 2020
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…
Descriptors: Word Recognition, Reading Processes, Elementary School Students, Language Proficiency
Peer reviewedStuart, Morag; Masterson, Jackie; Dixon, Maureen – Journal of Research in Reading, 2000
Investigates the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Explores effects of visual memory and of teaching methods. Finds mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological…
Descriptors: Beginning Reading, Memory, Phoneme Grapheme Correspondence, Primary Education
Peer reviewedHicks, Carolyn – Journal of Research in Reading, 1986
Examines the evidence for and against three major approaches to the teaching of specific reading disabled children: the process approaches, the specialist methods, and the modality/treatment interaction methods. Concludes that all differ in terms of their assumptions and consequent remediation, and all have a number of associated difficulties.…
Descriptors: Comparative Analysis, Dyslexia, Elementary Secondary Education, Learning Disabilities
