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Download full textFeldman, David; Feldman, Brian – 1983
The investigation involved a comprehensive descriptive analysis of the reading and writing behavior of 13 upper elementary level learning disabled students. Data were collected on student responses to 11 language tasks, including drawing; forming letters, numbers, and their names; being read to; reading; and answering questions about reading and…
Descriptors: Intermediate Grades, Learning Disabilities, Miscue Analysis, Reading Difficulties
Peer reviewedBerninger, Virginia W.; Abbott, Robert D.; Thomson, Jennifer B.; Raskind, Wendy H. – Scientific Studies of Reading, 2001
Administers 23 psychometric measures of reading, writing, and related language processes to 102 elementary students and their parents. Notes results are consistent with claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Finds number of language deficits uniquely predicted…
Descriptors: Elementary Education, Family Influence, Parents, Predictor Variables
Seidenberg, Pearl L. – 1986
Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…
Descriptors: Content Area Reading, Learning Disabilities, Reading Comprehension, Reading Difficulties
DeFord, Diane – Network News, 1997
The goal in Reading Recovery is to support children to develop "in the head" operations or strategies that aid them to solve problems as they read and write continuous text. To help children in organizing experience and correct any idiosyncratic or unreliable relationships, teachers must understand how children develop their internal…
Descriptors: Classroom Techniques, Cognitive Processes, Early Intervention, Instructional Effectiveness
Peer reviewedWaddell, Jim; Risko, Victoria J. – Reading Horizons, 1989
Describes the effect of a language-rich program on a student repeating first grade and viewed as reading disabled. Concludes that the student experienced early and sustained success in reading and writing in the language- and meaning-centered program. (RS)
Descriptors: Case Studies, Grade 1, Language Experience Approach, Minimum Competencies
Frith, Uta; Vogel, Juliet M. – 1980
The two chapters of this monograph deal with the issue of the existence of a perceptual grammar that influences reading proficiency, particularly initial reading proficiency. The first chapter indicates the importance of studying reading and writing in terms of readers' and writers' knowledge of visuo-spatial processing rules. It discusses…
Descriptors: Beginning Reading, Child Development, Concept Formation, Developmental Stages
Combs, Martha, Ed. – 1987
Papers in this yearbook cover a variety of topics in the field of language arts instruction, such as creative writing instruction, reading assessment from a Whole Language perspective, journal writing, and strategies for modifying commercial reading materials. Papers and their authors are as follows: (1) "Let's Get Creative about Creative…
Descriptors: Childrens Literature, Content Area Reading, Creative Writing, Cultural Awareness
