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Word Stress in German Single-Word Reading
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Beyermann, Sandra; Penke, Martina – Reading Psychology, 2014
This article reports a lexical-decision experiment that was conducted to investigate the impact of word stress on visual word recognition in German. Reaction-time latencies and error rates of German readers on different levels of reading proficiency (i.e., third graders and fifth graders from primary school and university students) were compared…
Descriptors: German, Phonology, Pronunciation, Word Recognition
Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English
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Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John – Reading Psychology, 2012
This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…
Descriptors: Adult Learning, Chinese, Native Speakers, English (Second Language)
Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children
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Macaruso, Paul; Rodman, Alyson – Reading Psychology, 2011
Two studies examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers and kindergartners in an urban public school system. The CAI programs provided exercises in phonological awareness and basic phonics skills. We compared treatment classes using CAI with control classes…
Descriptors: Phonics, Computer Assisted Instruction, Phonological Awareness, Scores
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.
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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
Elementary Students' Internalization of Selected Vowel Patterns.
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Ryder, Randall James – Reading Psychology, 1982
Reports on a study in which high and low ability elementary school students pronounced synthetic words exemplifying certain phoneme grapheme correspondences. Compares these pronunciations to principle pronunciations indicated from type counts of letters and clusters appearing in a selected word corpus. Concludes that the technique led to greater…
Descriptors: Academic Aptitude, Cognitive Processes, Elementary Education, Language Patterns
Tacit and Explicit Knowledge of Derivational Morphology: Foundations for a Unified Approach to Spelling and Vocabulary Development in the Intermediate Grades and Beyond.
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Templeton, Shane – Reading Psychology, 1989
Examines a unified spelling and vocabulary instruction program for upper-elementary and middle-school students based on research investigating tacit and explicit knowledge of derivational morphology patterns and the orthographic expression of these patterns in semantically related words. Presents implications for and describes a systematic,…
Descriptors: Graphemes, Intermediate Grades, Morphology (Languages), Orthographic Symbols
Sex Differences in Visual Encoding Skills: Reading Symbols.
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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