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A Rationale for Direct Instruction to Teach Summary Writing Following Expository Text Reading.
Peer reviewed Peer reviewed
Guido, Beverly; Colwell, Clyde G. – Reading Research and Instruction, 1987
Based on a review of literature, the premise is developed that summary writing is an extremely complex task that is not appreciably enhanced through trial and error methods. Argues that some direct instruction is necessary and offers a writing strategy that integrates five steps from a direct instruction model with six rules for summarizing text.…
Descriptors: Elementary Secondary Education, Models, Reading Instruction, Reading Research
Decodable Text: A Review of What We Know.
Peer reviewed Peer reviewed
Mesmer, Heidi Anne M. – Reading Research and Instruction, 2001
Reviews the literature on decodable text, instructional material containing words with phonically regular relationships that the reader has been taught. Synthesizes findings into a theoretical model that suggests a specific developmental juncture in which decodable text may be useful. Concludes that additional analyses of words in text are not…
Descriptors: Beginning Reading, Decoding (Reading), Literature Reviews, Models
Structural Components of Single Word Recognition: Activation of Orthographic, Meaning, and Phonological Processors.
Peer reviewed Peer reviewed
Willson, Victor L.; Rupley, William H. – Reading Research and Instruction, 1993
Examines the roles of orthographic, meaning, and phonological processors in children's word recognition. Finds that graphemic complexity accounted for the highest amount of variance at each level, with other variables shifting across age in a pattern consistent with a stage development model of word recognition. (RS)
Descriptors: Analysis of Variance, Comparative Analysis, Elementary Education, Models
The Effects of Purpose and Frequency on Vocabulary Learning from Written Context of High and Low Ability Reading Comprehenders.
Peer reviewed Peer reviewed
Stanley, Patricia D.; Ginther, Dean W. – Reading Research and Instruction, 1991
Investigates the effects of purpose for reading and frequency of encounters with unknown words in written context on learning from context tasks performed by 119 sixth grade good and poor reading comprehenders. Finds no significant interactions, resulting at least partial support for Robert Sternberg's model of verbal comprehension. (MG)
Descriptors: Grade 6, Intermediate Grades, Models, Reading Ability
Assessing Literacy: Writing Models, Portfolios, and Performances (ERIC).
Peer reviewed Peer reviewed
Greene, Beth G. – Reading Research and Instruction, 1994
Presents an annotated bibliography of 12 research articles, all related to literacy assessment. Contains essays dealing with writing models, portfolios, and student performance in writing classes. (HB)
Descriptors: Annotated Bibliographies, Higher Education, Literacy, Models
Preservice Teachers' Schemata for a Diagnostic Framework in Reading.
Peer reviewed Peer reviewed
Shefelbine, John; Shiel, Gerry – Reading Research and Instruction, 1990
Examines preservice teachers' understanding of an analytic framework for making classroom-level decisions about students' instructional needs in reading. Finds that the content of teacher responses to student problems is affected by the content of each problem area and of each problem scenario. Discusses the patterns of teacher responses in terms…
Descriptors: Higher Education, Models, Preservice Teacher Education, Reading Diagnosis
Causal Models of Literacy Acquisition.
Peer reviewed Peer reviewed
Goetz, Ernest T.; And Others – Reading Research and Instruction, 1992
Examines seven articles that employed path analysis to test causal models of the acquisition of literacy or the reading-writing relationship. Reveals that, although such analysis holds promise for a better understanding of the components of literacy, several potential difficulties remain for those attempting to synthesize this body of literature.…
Descriptors: Comparative Analysis, Higher Education, Language Acquisition, Models
Schema and Purpose in Reading Comprehension and Learning Vocabulary from Context.
Peer reviewed Peer reviewed
Barnes, Judy A.; And Others – Reading Research and Instruction, 1989
Investigates how readers use schemata and purpose in learning vocabulary from context. Examines Sternberg's model of verbal comprehension acquisition as well as the interaction among vocabulary acquisition and components of the reading process. Finds the effects of comprehension ability and purpose are significant, while the effect of schemata is…
Descriptors: Context Effect, Grade 8, Junior High Schools, Language Acquisition