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Direct linkMcGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma – Learning and Individual Differences, 2012
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…
Descriptors: Phonics, Early Reading, Phonemic Awareness, Word Recognition
Linderholm, Tracy; Zhao, Qin – Learning and Individual Differences, 2008
Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…
Descriptors: Reading Comprehension, Reading Strategies, Memory, Reading Tests
Khng, Kiat Hui; Lee, Kerry – Learning and Individual Differences, 2009
In Singapore, 6-12 year-old students are taught to solve algebra word problems with a mix of arithmetic and pre-algebraic strategies; 13-17 year-olds are typically encouraged to replace these strategies with letter-symbolic algebra. We examined whether algebra problem-solving proficiency amongst beginning learners of letter-symbolic algebra is…
Descriptors: Intelligence, Prior Learning, Inhibition, Computation
