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Saha, Neena M.; Cutting, Laurie E.; Del Tufo, Stephanie; Bailey, Stephen – Reading and Writing: An Interdisciplinary Journal, 2021
Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…
Descriptors: Decoding (Reading), Teaching Methods, Scaffolding (Teaching Technique), Reading Instruction
Walczyk, Jeffrey J.; Tcholakian, Talar; Igou, Frank; Dixon, Alexa P. – Reading Psychology, 2014
For more than 100 years, research on the psychology of reading has proliferated. In this article, the authors wish to help modern reading researchers understand the origins of the discipline and benefit from its history. This article draws heavily on Edmund Burke Huey's 1908 landmark volume "The Psychology and Pedagogy of Reading,"…
Descriptors: Educational Psychology, Educational History, Reading Instruction, Scientific Methodology

Goodacre, Elizabeth J. – Reading, 1971
Descriptors: Cognitive Processes, Error Patterns, Language Acquisition, Language Patterns

Sabaroff, Rose E.; Frary, Robert B. – Reading Improvement, 1978
Shows how third graders' error patterns on a reading test related to their cognitive styles. Suggests corrective teaching strategies to follow such categorization and analysis. (RL)
Descriptors: Cognitive Style, Diagnostic Teaching, Elementary Education, Error Analysis (Language)

Carnine, Linda; And Others – Reading Research Quarterly, 1984
Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…
Descriptors: Context Clues, Developmental Stages, Economically Disadvantaged, Error Analysis (Language)