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Peer reviewedJohnson, Terry D.; Quorn, Kerry – Canadian Journal of Education, 1981
Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…
Descriptors: Context Clues, Decoding (Reading), Language Processing, Psycholinguistics
Elson, Nicholas – TESL Talk, 1984
Describes some reading comprehension exercises developed for university-level students whose native language is not English. By keeping the ultimate focus on meaning, rather than on strict grammatical correctness or "dictionary meaning," it is hoped that students will become better able to develop awareness of how meaning is conveyed, not only in…
Descriptors: Communication Skills, English (Second Language), Foreign Students, Higher Education
Peer reviewedPehrsson, Robert S.; Denner, Peter R. – Topics in Language Disorders, 1988
Teaching organizational strategies to language-disordered children can improve comprehension and formulation of written language. The semantic organizer approach involves activating and organizing prior knowledge, understanding text structure, and developing organizational strategies with both a verbal component and a graphic-structure component.…
Descriptors: Discourse Analysis, Language Processing, Learning Disabilities, Learning Strategies
Itzkoff, Seymour W. – 1996
This nontechnical guide for parents and teachers examines learning to read from infants' babbling to the fluent reading of children reading independently for pleasure. Chapter 1, "Baby Speaks," describes language development in infancy. Chapter 2, "Our Alphabet: Language by Ear and by Eye," presents the alphabetic system and…
Descriptors: Alphabets, Dyslexia, Early Reading, Emergent Literacy
