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Download full textEhri, Linnea C.; Wilce, Lee S. – 1980
First grade students practiced reading ten unfamiliar function words; half studied the words embedded in printed sentences and half studied the words in unstructured lists and then listened to sentences comprised of the words. Posttest measures revealed that those who studied the sentences learned more about the syntactic/semantic identities of…
Descriptors: Beginning Reading, Function Words, Learning Processes, Primary Education
Peer reviewedPappas, Christine C. – Discourse Processes, 1991
Describes several distinctive discourse features of typical information books written for young children by comparing them to book language in typical storybooks. Analyzes four kindergartners' repeated "pretend readings" of three typical information books to reveal the strategies by which these children learn the characteristic…
Descriptors: Discourse Analysis, Kindergarten Children, Learning Processes, Learning Strategies
Vosniadou, Stella; Ortony, Andrew – 1983
A study examined the influence of extended analogies on the comprehension of unfamiliar texts by primary grade children. Subjects, 16 first- and 16 third-grade children, listened to two passages that described how the blood circulates in the body and how an infection heals. The passages were presented either with or without analogies. The children…
Descriptors: Analogy, Grade 1, Grade 3, Learning Processes
Miller, Etta – 1974
A study was conducted to test the thesis that teaching word recognition skills in a manner compatible with the learner's auditory or visual modality preference would facilitate beginning reading instruction. A group of 62 students in two first grade classrooms was studied; one class stressed the presentation of words as whole units, the other…
Descriptors: Beginning Reading, Decoding (Reading), Learning Modalities, Learning Processes
Schadler, Margaret; Juola, James F. – 1979
This paper is a summary of research on the perceptual and memory processes related to reading, their developmental progress in children, and the reading abilities in adults. Reported among the results of the various studies are the following: (1) developmental changes in reading after second grade primarily improve speed of coding, (2) reading…
Descriptors: Adults, Children, Cognitive Processes, College Students
Peer reviewedSippola, Arne E. – Reading Teacher, 1985
Reviews literature on different aspects of reading readiness, then presents a reading readiness material analysis inventory constructed according to the findings of the review. Explains how the instrument can be used by educators to compare readiness program materials. (FL)
Descriptors: Child Development, Learning Processes, Learning Readiness, Primary Education
Peer reviewedDehn, Mechthild – Reading Teacher, 1979
Case studies of first graders' approaches to learning reading and writing show that individual attack style is persistent regardless of teaching method and is related to personality and possibly physiology. (DD)
Descriptors: Case Studies, Children, Individual Characteristics, Learning Processes
Peer reviewedMcIntyre, Ellen – Ohio Reading Teacher, 1990
Presents current research about how children learn to read and addresses the implications of this body of research for instruction. Aids educators in reflecting upon their present instructional practices to ascertain whether they coincide with findings from existing research. (MG)
Descriptors: Beginning Reading, Educational Practices, Emergent Literacy, Learning Processes
Speidel, Gisela E. – 1974
Sixteen kindergarten children were instructed in grapheme-phoneme correspondences according to two methods that were identical except that in one method the children were instructed individually and in the other the children received group instruction. The number of learning trials given to each child was the same in both situations. However, in…
Descriptors: Consonants, Group Instruction, Individual Instruction, Kindergarten Children
Peer reviewedKing, James R. – Reading Psychology, 1984
Concludes that the level of categorization from which a word is drawn affects its learnability as a sight word. (FL)
Descriptors: Beginning Reading, Classification, Grade 1, Language Acquisition
Bolz, Charles R.; Ackerman, Jerrold – 1975
The role of visual imagery in the learning of letter-sound combinations was investigated using such mediating images as two scoops of ice cream for the letter "m." In a preliminary study, high-, medium-, and low-strength mediating images were determined for each letter-sound combination. The 216 kindergarten subjects in the main study were…
Descriptors: Associative Learning, Kindergarten Children, Learning Processes, Letters (Alphabet)
Hoskisson, Kenneth; Biskin, Donald – 1975
Since, by the time they enter school, children have developed a major portion of their spoken language system by being immersed in language, it seems probable that they could also apply these rules to the orthographic system if they were immersed in reading. Thus, learning to read by reading would allow the general formation of rules that could…
Descriptors: Beginning Reading, Kindergarten, Language Acquisition, Language Experience Approach
Ackerman, Jerrold – 1975
The role of visual imagery in the learning of letter-sound combinations was investigated using such mediating images as two scoops of ice cream for the letter "m." In a preliminary study, high-, medium-, and low-strength mediating images were determined for each letter-sound combination. The 216 kindergarten subjects in the main study were…
Descriptors: Associative Learning, Kindergarten Children, Learning Processes, Letters (Alphabet)
Peer reviewedContent, Alain; And Others – Journal of Experimental Child Psychology, 1986
Investigates the effect of corrective feedback on the capacity of preliterate children to learn explicit phonetic segmentation. (HOD)
Descriptors: Beginning Reading, Cognitive Ability, Feedback, Learning Processes
Anderson, Richard C.; And Others – 1990
A study sought to replicate and extend previous research which found that an emphasis on meaning in reading leads to better recall of lesson material than does an emphasis on accurate oral reading, and that the child who is taking an active turn recalls more of the lesson material than do the children who are following along. Six third-grade…
Descriptors: Grade 3, Instructional Effectiveness, Learning Processes, Oral Reading
