Descriptor
| Intellectual Development | 3 |
| Language Acquisition | 3 |
| Reading Ability | 3 |
| Age Differences | 1 |
| Child Development | 1 |
| Child Language | 1 |
| Cognitive Development | 1 |
| Cognitive Processes | 1 |
| Comprehension | 1 |
| Critical Reading | 1 |
| Early Childhood Education | 1 |
| More ▼ | |
Publication Type
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textCahn, Lorynne D. – 1974
Through the meaningful interpretation of sensory data and a background in language experiences, an individual can build more effective knowledge structures. With more effective knowledge structures, one can react more discriminatingly to the written and printed word. Sound knowledge structures involve not only the ability to organize and…
Descriptors: Cognitive Processes, Critical Reading, Intellectual Development, Language Acquisition
Peer reviewedLiberman, Isabelle Y.; And Others – Journal of Experimental Child Psychology, 1974
Describes a study of the developmental ordering of syllable and phoneme segmentation abilities in preschool, kindergarten and first-grade children. Results indicate that both syllable and phoneme segmentation increased with grade level, but analysis into phonemes is significantly harder and perfected later than analysis into syllables. (Author/SDH)
Descriptors: Age Differences, Early Childhood Education, Grade 1, Intellectual Development
Peer reviewedFowles, Barbara; Glanz, Marcia E. – Journal of Child Language, 1977
Children in grades 1-3 were asked to retell and explain a series of riddles. Ability to recall riddles was not predictive of ability to explain them. Three cognitive factors seemed to determine level of riddle competence. Implications concern the relationship of riddle competence to reading ability and metalinguistic facility. (CHK)
Descriptors: Child Development, Child Language, Cognitive Development, Comprehension
