NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Automaticity and Phonemic Representations: Perceptual and Cognitive Building Blocks for Reading.
Peer reviewed Peer reviewed
Naslund, Jan Carol; Smolkin, Laura B. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Notes that reading research has advanced from notions that reading is a visual-perception task of word recognition and decoding to more precise psycho- and neurolinguistic models of language and literacy. Concludes that reading is a skill that develops to an automatic level depending on the degree to which the individual can access phonemic and…
Descriptors: Elementary Education, Phonemics, Reading Comprehension, Reading Processes
Automaticity and Inference Generation during Reading Comprehension.
Peer reviewed Peer reviewed
Thurlow, Richard; van den Broek, Paul – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Focuses on inferential processes in reading and the question of whether those processes are automatic. Examines the importance of inference generation during reading comprehension. Describes research that investigates which inferences appear to be automatic. Discusses characteristics of skilled reading that are related to the automaticity of…
Descriptors: Elementary Education, Inferences, Reading Comprehension, Reading Processes
Automaticity and Reading: Perspectives from the Instance Theory of Automatization.
Peer reviewed Peer reviewed
Logan, Gordon D. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Reviews recent literature on automaticity, defining the criteria that distinguish automatic processing from non-automatic processing, and describing modern theories of the underlying mechanisms. Focuses on evidence from studies of reading and draws implications from theory and data for practical issues in teaching reading. Suggests that…
Descriptors: Elementary Education, Reading Comprehension, Reading Instruction, Reading Processes
Individual Differences in Reading: The Case for Lexical Access.
Peer reviewed Peer reviewed
Samuels, S. Jay; Naslund, Jan Carol – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Reviews research on lexical access (the process of getting information about a word from a mental dictionary). Discusses implications for comprehension development. Suggests that individual differences in comprehension depend on speed of lexical access as well as on speed of decoding. (SR)
Descriptors: Decoding (Reading), Elementary Secondary Education, Individual Differences, Reading Ability
Using Direct Instruction to Integrate Reading and Writing for Students with Learning Disabilities.
Peer reviewed Peer reviewed
Gleason, Mary M. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on effective strategies for teaching reading comprehension; written composition of narrative and expository text; and strategies for integrating reading and writing. Provides a set of teaching guidelines after each research review. Argues for teaching reading and writing as connected processes that have similar structures. (RS)
Descriptors: Elementary Education, Literature Reviews, Reading Comprehension, Reading Instruction
The Effect of Graphic Organizers on Students' Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice.
Peer reviewed Peer reviewed
Griffin, Cynthia Carlson; Tulbert, Beth Lorene – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews the use of graphic organizers as a means to assist students in the complex act of making sense of content-area text. Explores theoretical and historical foundations of the graphic organizer and reviews current research. Derives implications for the classroom teacher and future research. (RS)
Descriptors: Content Area Reading, Elementary Secondary Education, Graphic Organizers, Instructional Effectiveness
Synthesis of the Research on Story Grammar as a Means to Increase Comprehension.
Peer reviewed Peer reviewed
Dimino, Joseph A.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)
Descriptors: Elementary Education, High Risk Students, Instructional Effectiveness, Learning Disabilities
Computer-Assisted Assessment of Practice at Reading: A Large Scale Survey Using Accelerated Reader Data.
Peer reviewed Peer reviewed
Topping, Keith J.; Paul, Terry D. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1999
Explores the relationship between practice at reading, student reading performance, and organizational features using data from a computer-assisted student self-assessment of reading comprehension program (The Accelerated Reader). Finds student reading ability strongly positively related to amount of in-school reading practice; amount of reading…
Descriptors: Action Research, Computer Assisted Instruction, Elementary Secondary Education, Instructional Effectiveness
Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research.
Peer reviewed Peer reviewed
Vollands, Stacy R.; Topping, Keith J.; Evans, Ryka M. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1999
A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom…
Descriptors: Action Research, Computer Assisted Instruction, Elementary Education, Instructional Effectiveness
Expressive Journal Writing for Comprehending Literature: A Strategy for Evoking Cognitive Complexity.
Peer reviewed Peer reviewed
Mulcahy-Ernt, Patricia I.; Ryshkewitch, Suzanne – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Investigates the types and depths of cognitive complexity that 11th-grade readers of high, average, and low reading ability exhibited when given either text-based comprehension questions or reader-based journal response writing assignments. Finds significant differences between the groups in type and depth of cognitive complexity, engagement with…
Descriptors: Cognitive Processes, Comparative Analysis, Grade 11, Journal Writing