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Direct linkJoy, Jeena Mary; Venkatesh, Lakshmi; Mathew, Samuel N.; Narayanan, Swapna – Journal of Research in Reading, 2023
Background: Learning to read is a complex process that involves phonological and orthographic processing abilities, broader language skills and cognitive processes across all writing systems. Although these components remain common, the pace of acquisition of phonological and orthographic processing and reading abilities differ across writing…
Descriptors: Orthographic Symbols, Phonology, Reading Ability, Young Children
Ehri, Linnea C. – Australian Journal of Learning Difficulties, 2023
Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…
Descriptors: Reading Processes, Learning Processes, Psycholinguistics, Spelling
Abdul Aziz, Nurul Izzah; Husni, Husniza; Hashim, Nor Laily – International Journal of Information and Learning Technology, 2022
Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…
Descriptors: Dyslexia, Usability, Computer Software, Learning Processes
Zoll, Susan; Feinberg, Natasha; Saylor, Laura – Teachers College Press, 2023
Teaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development. Readers will gain a solid overview…
Descriptors: Montessori Method, Teaching Methods, Instructional Materials, Reading Instruction
Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2019
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired-associate learning (PAL) only, PAL plus orthographic learning, or PAL plus…
Descriptors: Preschool Children, Alphabets, Cognitive Processes, Associative Learning
Toppel, Katie – Multicultural Perspectives, 2012
The author realizes that having a scripted curriculum is not a complete roadblock to culturally relevant instruction, yet it introduces the challenge of figuring out how to implement a particular program as required, while incorporating elements that really help connect the lessons to the students' lives. This year she has experimented with…
Descriptors: Phonics, Alphabets, Associative Learning, Reading Instruction
Downing, John – Elementary English, 1970
Descriptors: Beginning Reading, Concept Formation, Discovery Learning, Initial Teaching Alphabet
Gotkin, Lassar G.; Eisman, Mary – NSPI Journal, 1969
Descriptors: Academic Ability, Alphabets, Difficulty Level, Disadvantaged Youth
Peer reviewedHorner, Sherri L. – Child Study Journal, 2001
Investigated effects of observational learning on preschoolers' attention to print, use of a questioning technique, and knowledge of the alphabet. Found that young children are able to extract a concept or rule through a brief exposure to observational learning. (SD)
Descriptors: Emergent Literacy, Learning Processes, Learning Strategies, Letters (Alphabet)
Osborn, Julia; And Others – 1975
As part of a two-year project that examined the processes by which children initially approach the reading task, a study was devised to test the project's materials and procedures. Selected by a pretest, four kindergarten children, with no prior reading instruction, were taught the same reading content using the initial teaching alphabet for a…
Descriptors: Beginning Reading, Cognitive Processes, Decoding (Reading), Initial Teaching Alphabet
Goldberg, Miriam L.; And Others – 1977
As part of a two-year project that examined the processes by which children initially approach the reading task, the second phase of a preliminary study was devised that modified the pretest, the instructional modes and format, the sequence and amount of information presented in the instructional sessions, and the procedures for testing and…
Descriptors: Beginning Reading, Cognitive Processes, Decoding (Reading), Initial Teaching Alphabet
Goldberg, Miriam L.; And Others – 1977
Summarizing the final phase of a two-year project that examined the processes by which children initially approach the reading task, this report presents both general and individual findings derived from the analyses of the children's performance over the course of a year. The first section discusses the following general topics related to the…
Descriptors: Beginning Reading, Cognitive Processes, Decoding (Reading), Individual Differences
Download full textDowning, John A. – 1971
Four paradoxes appear in research on learning to read: (1) the ability to name letters is a good predictor of reading readiness, yet letter-naming training does not help children learn how to read; (2) visual discrimination is often better in poor readers than in good readers; (3) learning to read two languages is easier than learning to read one;…
Descriptors: Beginning Reading, Bilingualism, Cognitive Processes, Concept Formation
HAYES, ROBERT B.; WUEST, RICHARD C. – 1966
FOUR DIFFERENT READING PROGRAMS WERE EVALUATED USING 302 SECOND-GRADE PUPILS WHO HAD PARTICIPATED IN THE SAME PROGRAMS IN GRADE 1. IN ADDITION TO THE STUDY CONDUCTED IN THE SECOND GRADE, A PILOT STUDY WAS CONTINUED INTO GRADE 3, AND A MODIFIED VERSION OF THE GRADE 1 STUDY WAS MADE AGAIN IN GRADE 1. THE FOUR READING PROGRAMS INVOLVED WERE (1) A…
Descriptors: Academic Ability, Basic Reading, Comparative Analysis, Filmstrips
Ferreiro, Emilia; Teberosky, Ana – 1982
The reflections and theses on preschool children's literacy development presented in this book are the result of an experimental project carried out in Buenos Aires from 1974 to 1976. Chapter 1 discusses the educational situation in Latin America, traditional methods of reading instruction, contemporary psycholinguistics, the pertinence of…
Descriptors: Child Development, Early Experience, Foreign Countries, Language Acquisition
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