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Showing 1 to 15 of 38 results Save | Export
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Hasenäcker, Jana; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2022
Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…
Descriptors: Predictor Variables, Reading Processes, Beginning Reading, German
Jessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
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De Witt, M. W.; Lessing, A. C. – Early Child Development and Care, 2018
Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children's emergent reading development. The question is whether there are underlying concepts needed for emergent literacy and the acquisition of reading skills. The nature of the reading process…
Descriptors: Foreign Countries, Emergent Literacy, Reading Skills, Literacy
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Blythe, Hazel I.; Pagán, Ascensión; Dodd, Megan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl),…
Descriptors: Phonology, Reading Processes, Spelling, Sentences
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van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
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Tong, Xiuli; McBride-Chang, Catherine; Wong, Anita M.-Y.; Shu, Hua; Reitsma, Pieter; Rispens, Judith – Journal of Research in Reading, 2011
This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4-6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across…
Descriptors: Foreign Countries, Verbal Communication, Syllables, Chinese
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Lekgoko, Olemme; Winskel, Heather – Perspectives in Education, 2008
The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…
Descriptors: Beginning Reading, Phonological Awareness, Grade 2, Reading Skills
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Tutolo, Daniel – Reading Teacher, 1983
Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)
Descriptors: Beginning Reading, Cultural Differences, Foreign Countries, Primary Education
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Green, Lena – School Psychology International, 2005
The aim of this article is to illustrate how the teaching of thinking can be incorporated into regular teaching, using the teaching of reading as an example. It provides a brief overview of current understandings of the processes of learning to read and learning to think and then considers how noticing, naming, comparing, categorizing, connecting,…
Descriptors: Cognitive Processes, Reading Instruction, Student Attitudes, Foreign Countries
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Bergk, Marion – Reading Teacher, 1988
Emphasizes, with reference to Piaget, the importance of cooperative learning. Presents a text model describing the four aspects/participants of literal communication, and asserts that children confront a text from all aspects simultaneously. Describes three examples of interpersonal reading and writing activities observed in Austrian classrooms.…
Descriptors: Beginning Reading, Cooperative Learning, Foreign Countries, Interpersonal Relationship
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Ylisto, Ingrid P. – Reading Teacher, 1977
Results of a study of early reading responses of young children in a Finnish preschool challenge the belief that grapheme-phoneme regularity is a critical factor in beginning reading. (JM)
Descriptors: Beginning Reading, Early Childhood Education, Early Reading, Foreign Countries
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Skjelfjord, Vebjorn Jentoft – Scandinavian Journal of Educational Research, 1987
Five subskills in learning to read are identified, and their place in the methods of teaching reading and their relations to each other are discussed. It is concluded that phonemic segmentation must be the most important and the most difficult task in learning to read. (Author/LMO)
Descriptors: Beginning Reading, Early Childhood Education, Foreign Countries, Phoneme Grapheme Correspondence
Oakhill, Jane, Ed.; Beard, Roger, Ed. – 1999
In recent years, there has been increasing emphasis on the idea of reading as a "socio-cultural" phenomenon, derived from the idea that reading is not an isolated skill but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. This collection of essays acknowledges the undoubted…
Descriptors: Beginning Reading, Cultural Context, Elementary Education, Foreign Countries
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Wray, David – Reading, 1989
Describes recent, major contributions to both sides of the debate between phonics instruction and the "meaning-based" approaches. Argues that it is too early to evaluate the debate, but that a tentative evaluation of the evidence favors meaning-based approaches. (RS)
Descriptors: Beginning Reading, Educational Trends, Elementary Education, Foreign Countries
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Hulme, Charles; Caravolas, Marketa; Malkova, Gabriela; Brigstocke, Sophie – Cognition, 2005
Two studies investigated whether knowledge of specific letter-sound correspondences is a necessary precursor of children's ability to isolate phonemes in speech. In both studies, Czech and English children reliably isolated phonemes for which they did not know the corresponding letter. These data refute the idea that phoneme manipulation ability…
Descriptors: Phonemes, Beginning Reading, Foreign Countries, Reading Processes
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