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Doehring, Donald G.; Aulls, Mark W. – Journal of Reading Behavior, 1979
The dimensions that interact during reading acquisition include properties of texts, the acquisition of reading skills and strategies, the development of cognitive and language skills, the influence of instruction, and the effects of motivational, cultural, and language variables. Discusses how these interactions may occur and describes three…
Descriptors: Beginning Reading, Cognitive Development, Language Acquisition, Primary Education
Peer reviewed Peer reviewed
Emans, Robert – Journal of Reading Behavior, 1970
Descriptors: Classification, Conceptual Schemes, Mathematical Models, Physiology
Peer reviewed Peer reviewed
Freppon, Penny A. – Journal of Reading Behavior, 1991
Investigates the influence that instruction and the developmental stage of learning to read have on the reading concepts of first graders from skill-based and literature-based classrooms. Finds both groups exhibited high interest in learning and knowing words but that the literature group differed in their heightened metacognitive understandings,…
Descriptors: Classroom Techniques, Grade 1, Primary Education, Reading Instruction
Peer reviewed Peer reviewed
Guthrie, John T.; Tyler, S. Jane – Journal of Reading Behavior, 1978
Reviews and criticizes literature on the deficiencies of poor readers. (HOD)
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Education, Literature Reviews
Peer reviewed Peer reviewed
Weiner, Sue – Journal of Reading Behavior, 1994
Investigates the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first graders. Finds that training which provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. Suggests that phonemic awareness training for low-…
Descriptors: Beginning Reading, Grade 1, Instructional Effectiveness, Phonemic Awareness
Peer reviewed Peer reviewed
Perez, Bertha – Journal of Reading Behavior, 1994
Investigates the Spanish literacy development of 20 low-socioeconomic-status Spanish dominant students learning in whole-language classrooms. Notes that the children used a variety of reading and writing strategies. Finds that students learned about meaning construction through the use of whole language and that meaning construction was associated…
Descriptors: Bilingual Education Programs, Bilingual Students, Elementary Education, Language Research