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Visual Imagery of Text and Children's Processing.
Peer reviewed Peer reviewed
Kolker, Brenda; Terwilliger, Paul N. – Reading Psychology, 1986
Concludes that there is a relationship between imagery level and comprehension and that imagery level of text can be determined "a priori" of pupils reading text. (FL)
Descriptors: Cognitive Processes, Content Area Reading, Grade 5, Intermediate Grades
A Comparison of the Focal Attention and Contextual Theories as They Relate to the Graphic Similarity and the Level of Frequency of the Words Taught.
Peer reviewed Peer reviewed
Neville, Donald; Woods, Alice R. – Reading Psychology, 1984
Concludes that neither the focal attention nor contextual theory offers a powerful explanation for words learned through visual exposure. (FL)
Descriptors: Educational Theories, Grade 1, Phoneme Grapheme Correspondence, Primary Education
The Effects of Visual, Verbal, and Motor Elaborations on Preschool Children's Recall and Comprehension of Prose.
Peer reviewed Peer reviewed
Davis, Albert J.; Hathaway, Betty K. – Reading Psychology, 1986
Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)
Descriptors: Learning Processes, Learning Strategies, Listening Comprehension, Perceptual Motor Learning
Sex Differences in Visual Encoding Skills: Reading Symbols.
Peer reviewed Peer reviewed
Whyte, Jean; Harland, Rosemary – Reading Psychology, 1984
Concludes that there may be differential effectiveness of method of reading instruction according to sex, with females finding letter training simpler than word training and males finding the reverse. (FL)
Descriptors: Cognitive Processes, Females, Higher Education, Language Acquisition