NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 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
The Importance of Automaticity for Developing Expertise in Reading.
Peer reviewed Peer reviewed
Samuels, S. Jay; Flor, Richard F. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Discusses how students become automatic at reading sub-skills, the indicators that can be used to determine whether a student is automatic, and the psychological mechanisms that allow students to perform complex skills automatically. Discusses implications of automaticity research for teaching reading. (RS)
Descriptors: Elementary Education, Reading Instruction, Reading Processes, Reading Research
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
The Keefe Inventory of Silent Reading: A Window into the Reading Process.
Peer reviewed Peer reviewed
Keefe, Donald – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1993
Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)
Descriptors: Case Studies, Elementary Education, Informal Reading Inventories, Reading Ability
Developmental Perspectives on Reading Disabilities.
Peer reviewed Peer reviewed
Jordan, Nancy C. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Examines developmental stages of reading from preschool to secondary school. Discusses cognitive requirements of various stages of reading and identifies possible sources of difficulty. Presents several case vignettes to illustrate common patterns of reading disabilities and their behavioral manifestations. Offers specific suggestions for…
Descriptors: Case Studies, Developmental Stages, Elementary Secondary Education, Individual Differences
The Effect of Multiple Readings on the Behaviors of Children and Teachers in an Early Intervention Program.
Peer reviewed Peer reviewed
Askew, Billie J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1993
Examines the behaviors of children and their teachers across repeated readings of the same text across several Reading Recovery lessons. Finds increased monitoring, error detection, self-correction, and fluency. Finds that teacher interventions decreased and changed in substantive ways. (RS)
Descriptors: High Risk Students, Primary Education, Reading Improvement, Reading Processes
Supported Text in Electronic Reading Environments.
Peer reviewed Peer reviewed
Horney, Mark A.; Anderson-Inman, Lynne – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1999
Defines "electronic books," and shares examples of prior research on the use of such environments to improve the reading fluency and comprehension of students with reading difficulties. Presents a taxonomy of the types of supportive resources that have emerged from efforts to design and research the use of electronic books, and presents…
Descriptors: Electronic Text, Learning Disabilities, Literacy, Reader Text Relationship
Rethinking Reading for Children at Risk.
Peer reviewed Peer reviewed
Padak, Nancy D.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1993
Notes that at-risk readers often have narrow notions about reading processes and their roles as readers. Discusses research related to at-risk readers' comprehension strategies. Suggests that several aspects of typical reading instruction contribute to at-risk readers' views. Offers suggestions for evaluating aspects of classroom environment and…
Descriptors: Classroom Environment, High Risk Students, Primary Education, Reading Attitudes