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Download full textClark, Henry T., III; And Others – 1988
To investigate the relationship between reading ability and the detection and repair of text-based (internal) inconsistencies, a study examined 100 college students enrolled in an introductory educational psychology course at a large state university. Based on their performance on the comprehension portion of the Nelson-Denny Reading Test,…
Descriptors: Higher Education, Metacognition, Reading Ability, Reading Comprehension
Kline, Lloyd W. – 1985
Intended for those who want to know more about reading and how it is taught, but who will themselves probably not specialize in the teaching of reading, this book addresses such questions as (1) Why read? (2) What motivation does one have for reading? and (3) What does reading provide as a means of communication that cannot just as easily be…
Descriptors: Behavior Patterns, Individual Development, Influences, Language Acquisition
Cintavey, Kathleen – 1989
A study investigated the relationship between attendance and reading ability and the difference in attendance or reading ability attributed to gender or race. The measuring instrument was the Gates-MacGinitie Reading Tests. An interracial group comprised of 33 students, 18 males and 15 females, was placed in a semester-long reading improvement…
Descriptors: Analysis of Variance, Attendance, High School Students, High Schools
Egelske, Maxine L. – 1985
This study reviewed the literature on phonological processes and decoding in beginning reading, and sought to determine the effect of functional articulation defects on decoding abilities in 18 first-grade students. Results indicated that students without speech impediments did not score significantly higher on a decoding test than students with…
Descriptors: Articulation Impairments, Beginning Reading, Decoding (Reading), Grade 1
Brozo, William G. – Forum for Reading, 1984
A study focusing on anxiety and its interaction with reading explored the undetermined potential of prequestions for treating high reading-related anxiety. The research sample was comprised of 151 members of the freshman nursing classes at a large southeastern university. Evaluation materials included commercial reading tests as well as questions…
Descriptors: Advance Organizers, Reading Ability, Reading Comprehension, Reading Difficulties
Folds, Trisha H.; Best, Deborah L. – 1987
A study examined whether good and poor readers benefit differentially from intervention in mnemonic strategy use. Subjects, 72 fourth grade males from a suburban public school in the southeast, were randomly assigned to either a training, induction or control group. Training subjects received explicit demonstration of appropriate strategies, while…
Descriptors: Elementary Education, Grade 4, Learning Processes, Mnemonics
Glenberg, Arthur M.; Epstein, William – 1986
A total of 70 college students who had a wide range of coursework in physics or music theory read expositions in both domains in a study to determine the relationship between readers' self-assessments of confidence in comprehension (strength of belief) and performance on a test of comprehension. After reading each text, students provided a…
Descriptors: Content Area Reading, Higher Education, Inferences, Knowledge Level
Stone, Diana Joy – 1982
A study examined the interaction between reading ability and text format. Subjects were 120 sophomores and juniors enrolled in reading methods courses at Montclair State College (New Jersey) who were divided into two equal groups of skilled and unskilled readers by means of a diagnostic reading test. Experimental reading passages based upon…
Descriptors: Context Clues, Higher Education, Layout (Publications), Material Development
Herman, Barbara; And Others – 1982
The effectiveness of a peer-modeling treatment in the modification of impulsive cognitive style and in the improvement of academic performance in the areas of reading, spelling and arithmetic is investigated in this study. In four single case experiments, eight fifth grade children identified by the Matching Families Figures Test Form 20 (MFF20)…
Descriptors: Academic Achievement, Arithmetic, Behavior Modification, Conceptual Tempo
Peer reviewedLiberman, Isabelle Y.; And Others – Journal of Experimental Child Psychology, 1974
Describes a study of the developmental ordering of syllable and phoneme segmentation abilities in preschool, kindergarten and first-grade children. Results indicate that both syllable and phoneme segmentation increased with grade level, but analysis into phonemes is significantly harder and perfected later than analysis into syllables. (Author/SDH)
Descriptors: Age Differences, Early Childhood Education, Grade 1, Intellectual Development
Baruth, Leroy G. – School Shop, 1974
A Knowledge of Occupations Test (KOT), developed at the University of South Carolina and administered to a norm group, revealed high school seniors planning immediate work after graduation scored significantly lower than students planning further training. Vocational education and industrial arts students did not show any greater knowledge of…
Descriptors: Bilingual Students, Career Awareness, Career Guidance, Career Planning
Miles, J.; And Others – Slow Learning Child, 1973
Descriptors: Children, Exceptional Child Research, Learning Disabilities, Performance Factors
Furr, Oneta R. – 1977
Recent research has revealed that informal inventories of students' abilities can be useful in reading diagnosis. Teachers need to be aware of the occasions during the school day which permit informal observation or testing of skills related to reading. The purpose of this study was to determine if classroom teachers, through informal observation…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Reading Inventories, Intelligence
Peer reviewedRamanauskas, Sigita; Kahn, Harris – Mental Retardation, 1975
Descriptors: Elementary Education, Exceptional Child Research, Intelligence, Mental Retardation
Peer reviewedBlank, Marion; And Others – Child Development, 1975
Intra- and crossmodal performance of normal and retarded third-grade readers were compared in a reaction-time task. Results suggest that the demands of stimulus complexity within the visual modality rather than the demands of crossmodal shifting were related to reading ability. (Author/ED)
Descriptors: Auditory Perception, Difficulty Level, Elementary School Students, Learning Modalities
