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Showing 1 to 15 of 33 results Save | Export
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Eldredge, J. Lloyd – Reading Psychology an international quarterly, 2005
This study examined young children's growth, over time, in phonics knowledge, word-recognition, and fluent oral reading. Correlations and causal relationships among these variables were explored in an attempt to identify the foundational knowledge and skills needed for reading fluency. Measures of phonics knowledge, word-recognition development,…
Descriptors: Phonemic Awareness, Word Recognition, Story Reading, Reading Comprehension
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Flood, James; Lapp, Diane; Fisher, Douglas – Reading Psychology an international quarterly, 2005
The purpose of these two studies was to redirect interest to the Neurological Impress Method, a multisensory approach to reading instruction that occurs between a teacher and a student, which has been largely forgotten in mainstream and special education circles over the past decades. In addition to its emphasis on oral reading, we included a…
Descriptors: Teaching Methods, Prior Learning, Reading Instruction, Silent Reading
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Moore, Dewayne; Lin-Agler, Lin; Zabrucky, Karen – Reading Psychology an international quarterly, 2005
In the present study we examined the basis of students' self-evaluations of comprehension performance. We manipulated text difficulty to maximize performance variability across reading trials and to minimize the likelihood of giving similar performance evaluations across trials. Students were allowed to acquire task (prior) experience across nine…
Descriptors: Student Evaluation, Performance Based Assessment
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Spector, Janet – Reading Psychology an international quarterly, 2005
The double-deficit hypothesis provides a framework for identifying students at-risk for persistent reading difficulties. I examined the temporal stability of four double-deficit subtypes (no-deficit, naming-speed deficit, phonological deficit, and double-deficit) in 197 low-performing, first-grade readers. Concurrent analyses in fall and spring…
Descriptors: Phonemes, Grade 1, Reading Difficulties, High Risk Students
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Martin, Linda E.; Segraves, Regina; Thacker, Shirley; Young, Lori – Reading Psychology an international quarterly, 2005
The purpose of this study was to describe what three first grade teachers and their students in a Midwestern school learned when engaged in the writing process. The teachers and their students were observed for one year while engaged in the writing process via a workshop environment. Different data sources were collected over time, i.e.,…
Descriptors: Grade 1, Writing Processes, Team Teaching, Writing Instruction
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Harmon, Janis; Hedrick, Wanda; Wood, Karen; Gress, Michelle – Reading Psychology an international quarterly, 2005
This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word…
Descriptors: Grade 8, Reading Ability, Reading Strategies
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Hall, Kendra M.; Sabey, Brenda L.; McClellan, Michelle – Reading Psychology an international quarterly, 2005
This study investigated the effectiveness of an instructional program designed to teach expository text comprehension during guided reading. Participants included 72 second graders in six classrooms, organized into four guided reading groups in each class (n = 24). The six classes were randomly assigned to one of three groups: Text Structure,…
Descriptors: Grade 2, Text Structure, Reading Comprehension, Teaching Methods
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Rasinski, Timothy; Stevenson, Bruce – Reading Psychology an international quarterly, 2005
This study tested the effects of a fluency-based home reading program called Fast Start. Thirty beginning first-grade students, representing a wide range of early reading abilities, were randomly assigned to experimental or control conditions for a period of 11 weeks. Parents and students in the experimental group received Fast Start training,…
Descriptors: Recognition (Achievement), Early Reading, Experimental Groups, Word Recognition
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Kuhn, Melanie – Reading Psychology an international quarterly, 2005
The present study investigated the reading development of small groups of learners making the transition from intentional decoding to fluent reading. The research focused on the relative effectiveness of repeated and wide reading as a means of developing reading fluency. It also looked at the importance of expressive, or prosodic, reading in…
Descriptors: Comparative Analysis, Intervention, Word Recognition, Reading Fluency
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Hiebert, Elfrieda H. – Reading Psychology an international quarterly, 2005
In this study, two groups of second graders participated in Fluency-Oriented Reading Instruction (FORI) but their repeated reading experiences used different kinds of texts. One group--the Literature group--read texts from the district's literature-based, basal reading program. The second group--the Content group--read from a set of science and…
Descriptors: Grade 2, Reading Programs, Reading Rate, Control Groups
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Johnson, Evelyn S.; Jenkins, Joseph R.; Jewell, Mark – Reading Psychology an international quarterly, 2005
This research examined the validity of the theoretical model of reading outlined by the Simple View of Reading when measuring reading ability with a performance-based reading test. Participants were 95 fourth-grade, students randomly sampled from four schools in an urban district. The test we studied employed a mixture of traditional…
Descriptors: Writing Ability, Reading Tests, Reading Ability, Performance Based Assessment
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Whitney, Patricia – Reading Psychology an international quarterly, 2004
A population of students attending a rural elementary school (grades one to five) in the state of Washington participated in literacy workshops for ten weeks. The literacy workshops took place during school time from 1:25 to 2:25, Monday through Thursday. There were a total of 21 groups (based on ability and age) ranging in size from 11 to 27…
Descriptors: Elementary Education, Rural Schools, Program Effectiveness, Literacy Education
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Schorzman, Emma M.; Cheek, Earl H. – Reading Psychology an international quarterly, 2004
Little empirical evidence supporting various instructional strategies for teaching reading comprehension exists. Because difficulties with comprehension are intensified as students reach the intermediate grades, it is essential that middle school educators provide research-based instruction. This study examined the effectiveness of the Directed…
Descriptors: Grade 6, Intervention, Reading Instruction, Educational Strategies
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Beech, John R. – Reading Psychology an international quarterly, 2004
The developing use of a dictionary has the potential to provide self-teaching opportunities to improve reading, spelling and general phonological skills. Children's dictionary use was examined in two studies to find out patterns of use, skill and frequency of use and the relationships between these and reading, spelling and phonological…
Descriptors: Foreign Countries, Spelling, Phonology, Elementary School Students
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Fosco, Andrea M.; Schleser, Robert; Andal, Jolynne – Reading Psychology an international quarterly, 2004
Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke,…
Descriptors: Reading Ability, Reading Achievement, Mixed Age Grouping, Cognitive Development
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