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Tori Virlee; Erin Hardin; Chelsea McKinlay – Montessori Life: A Publication of the American Montessori Society, 2024
In our first article, we outlined some of the reasons for reading failure at the Early Childhood level and beyond, discussed common challenges students face, and explored essential components for quality reading instruction. We'll revisit the students you met in the first article to provide a window into how the Science of Reading can be…
Descriptors: Montessori Method, Reading Research, Reading Instruction, Faculty Development
Ktori, Maria; Pitchford, Nicola J. – Journal of Research in Reading, 2009
This study investigated the relative extent to which developing readers (6- and 9-year-olds) of English (deep) or Greek (transparent) orthography exhibit serial and exterior letter effects in letter position encoding. Participants were given a visual search task that required detection of a pre-specified target letter within a random five-letter…
Descriptors: Spelling, Orthographic Symbols, Reading Processes, Visual Stimuli
Smith, Frank; Goodman, Kenneth S. – Language Arts, 2008
Ken Goodman and Frank Smith met for the first time in 1970, though they had each been studying and writing, separately, about the reading process for several years prior to that. They commemorated the occasion by collaborating on an article, On the Psycholinguistic Method of Teaching Reading which appeared soon after in The Elementary School…
Descriptors: Reading Research, Psycholinguistics, Reading, Reading Processes
Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits
Conrad, Nicole J.; Levy, Betty Ann – Reading and Writing: An Interdisciplinary Journal, 2007
The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based on previously established memory representations of common letter patterns. The ability to form these memory representations may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This…
Descriptors: Alphabets, Pattern Recognition, Memory, Reading Research

Rachner, Jane – Reading Teacher, 1974
Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)
Descriptors: Beginning Reading, Decoding (Reading), Phonics, Reading Instruction

Donald, David R. – Journal of Research in Reading, 1981
Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)
Descriptors: Beginning Reading, Elementary Education, Psycholinguistics, Reading Instruction

Ehri, Linnea C. – 1978
First and second graders were taught to recognize a set of written words either more accurately or more rapidly. Both before and after word training, they named pictures printed with and without these words as distractors. Of interest was whether training would enhance or diminish the interference created by these words in the picture naming task.…
Descriptors: Beginning Reading, Primary Education, Reading Processes, Reading Rate

Browne, Ann – Reading, 1985
Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Primary Education, Reading Instruction

Ehri, Linnea C.; Sweet, Jennifer – Reading Research Quarterly, 1991
Investigates the kind of print-related knowledge that emergent readers must possess to learn to point to the words of a text as they recite it from memory (fingerpoint-reading) and to remember information about the print from this activity. Reveals that different types of print knowledge facilitate different aspects of fingerpoint-reading. (SR)
Descriptors: Beginning Reading, Emergent Literacy, Preschool Education, Reading Processes
Goswami, Usha C. – 1985
Two experiments were conducted in order to determine whether children are able to make analogies in learning to read. In the first experiment, 24 children from a primary school were taught three types of word pairs--only one pair of which was analogies--and then tested. Results showed not only that children are aware that consistency of spelling…
Descriptors: Analogy, Beginning Reading, Primary Education, Reading Instruction
Marsh, George; Mineo, R. James – 1970
This study deals with the ability of the beginning reader to recognize the relationships between isolated letter sounds and the same sounds embedded in a word context. The subjects were 64 prekindergarten children attending six private preschools in the Los Angeles metropolitan area. The subjects were all Caucasian and spoke a standard English…
Descriptors: Beginning Reading, Cognitive Processes, Decoding (Reading), Phonemes

Elster, Charles A. – National Reading Conference Yearbook, 1998
Analyzes and compares the types and frequencies of background knowledge children use during independent emergent readings, and those children and teachers use in group-shared reading experiences that precede emergent readings. Uses this information to provide evidence for a model of reading as an activity constrained by contextual factors such as…
Descriptors: Beginning Reading, Emergent Literacy, Models, Primary Education
McAllister, Elizabeth – 1989
Metalinguistic cognition is the ability to think about language, to comment on it, to produce it, to comprehend it, and to manipulate language as an object with many identifiable and functional parts. It appears that metalinguistic skill development is related to cognitive development and is dependent on metalinguistic awareness which runs…
Descriptors: Beginning Reading, Cognitive Development, Elementary Education, Emergent Literacy
Woodcock, Richard W. – 1968
While a great deal of attention has been directed to the potential value of using symbol systems other than the traditional 26-letter alphabet in the early stages of reading instruction, little attention has been paid to the potential value of using rebuses. In a linguistic sense, rebuses are symbols which represent entire words or parts of words;…
Descriptors: Beginning Reading, Kindergarten Children, Orthographic Symbols, Pictorial Stimuli
Foorman, Barbara R. – 1974
This paper discusses the reading diary study--a method that involves frequent observation and detailed note-taking of the strategies employed by a child while learning to read--and the problems of data reduction, limitations of methods employed by researchers, and analysis of data. The sections include "Miscue Analysis," which can be…
Descriptors: Beginning Reading, Cognitive Processes, Learning, Miscue Analysis