Descriptor
Source
| Reading Improvement | 4 |
Author
| Cohen, S. Alan | 1 |
| Hogan, John D. | 1 |
| Kennon, Cassandra H. | 1 |
| Noland, Ronald G. | 1 |
| O'Tuel, Frances S. | 1 |
| Rawl, Ruth K. | 1 |
| Whitson, George T. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
| Guides - Classroom - Teacher | 1 |
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| Practitioners | 1 |
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Peer reviewedWhitson, George T.; Hogan, John D. – Reading Improvement, 1983
Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)
Descriptors: Cognitive Development, Cognitive Processes, Learning Theories, Males
Peer reviewedCohen, S. Alan; And Others – Reading Improvement, 1983
Reports on a study that examined the effects of decentration training upon second-grade children's responses to reading instruction. Concludes that those who learned to decentrate did better on postinstruction comprehension tests than those who did not learn the technique. (FL)
Descriptors: Beginning Reading, Cognitive Development, Cognitive Processes, Concept Formation
Peer reviewedKennon, Cassandra H.; Noland, Ronald G. – Reading Improvement, 1983
Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)
Descriptors: Class Activities, Cognitive Development, Directed Reading Activity, Educational Research
Peer reviewedRawl, Ruth K.; O'Tuel, Frances S. – Reading Improvement, 1982
Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)
Descriptors: Beginning Reading, Cognitive Development, Kindergarten Children, Mathematics Instruction
