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The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge
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Lonigan, Christopher J.; Anthony, Jason L.; Phillips, Beth M.; Purpura, David J.; Wilson, Shauna B.; McQueen, Jessica D. – Journal of Educational Psychology, 2009
The development of reading-related phonological processing abilities represents an important developmental milestone in the process of learning to read. In this cross-sectional study, confirmatory factor analysis was used to examine the structure of phonological processing abilities in 129 younger preschoolers (M = 40.88 months, SD = 4.65) and 304…
Descriptors: Reading Difficulties, Phonological Awareness, Factor Analysis, Memory
Control Properties of Semantic Coding in a Lexical Decision Task
Shulman, Harvey G.; Davison, Thomas C. B. – Journal of Verbal Learning and Verbal Behavior, 1977
Decisions about whether pairs of letter strings are both words or not are faster for semantically related words than unrelated words. Two experiments showed the semantic relatedness effect is greatly reduced when orthographically illegal, unpronounceable strings were used as negative items. Lexical decisions involve options on codes representing…
Descriptors: Cognitive Processes, Decoding (Reading), Learning Processes, Memory
Working Memory Resources and Children's Reading Comprehension.
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Seigneuric, Alix; Ehrlich, Marie-France; Oakhill, Jane V.; Yuill, Nicola M. – Reading and Writing: An Interdisciplinary Journal, 2000
Studies the relationship between working memory capacity and reading comprehension in fourth-grade children and the nature of the working memory resources involved in reading comprehension. Shows that working memory capacity was a direct predictor of reading comprehension when contrasted with vocabulary and decoding skills. Discusses the reasons…
Descriptors: Decoding (Reading), Grade 4, Intermediate Grades, Learning Processes
Whole Words and Decoding for Short-Term Learning: Comparisons on a "Talking-Computer" System.
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Wise, Barbara W. – Journal of Experimental Child Psychology, 1992
First and second graders studied words by means of a talking computer system that highlighted and pronounced orthographic units in words that were touched with a light pen. Results suggest that presenting words as wholes is at least as helpful for short-term learning as presenting them segmented. (LB)
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Grade 2
Factors That Influence Phoneme-Grapheme Correspondence Learning.
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Mauer, Daria M.; Kamhi, Alan G. – Journal of Learning Disabilities, 1996
Forty children (ages five to nine) with or without reading disabilities, matched for mental age or reading age, completed a phoneme-grapheme learning task. Reading-disabled children took more trials than controls to learn correspondence pairs. Performance on the phonological processing task of short-term memory was the best predictor of overall…
Descriptors: Decoding (Reading), Learning Disabilities, Learning Processes, Performance Factors
Research on the Assessment of Prereading Skills-An American Perspective.
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Nurss, Joanne R. – 1977
Prereading assessment was first used to predict school readiness and was an assessment of the child's visual and oral vocabulary skills. By the 1970s, readiness assessment had changed from assessment of a child's developmental probability for success or failure in reading to an assessment of the child's skill development in relation to the reading…
Descriptors: Beginning Reading, Cognitive Development, Decoding (Reading), Learning Processes