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Peer reviewedKatz, Leonard; Baldasare, John – Journal of Educational Psychology, 1983
Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)
Descriptors: Adults, Association (Psychology), Associative Learning, Comparative Analysis
Download full textRasinski, Timothy V. – 1984
Recent reading research has identified three reader variables involved in fluent reading: automatic word identification, contextual word identification, and text phrasing. To confirm the validity of these variables in the reading process, to test reading models employing them in an integrated and interactive manner, and to identify developmental…
Descriptors: Associative Learning, Context Clues, Developmental Stages, Elementary Education
