Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading
- Retention and Nonretention of At-Risk Readers in First Grade and Their Subsequent Reaching Achievement. Juel, Connie; Leavell, Judy A. // Journal of Learning Disabilities;Nov1988, Vol. 21 Issue 9
Examines some of the specific reasons for the success or failure of retention in the area of reading, using an in-depth study of a number of both at-risk retained first grade students and low skilled promoted children. Development in phonemic awareness, spelling-sound knowledge, word...
- The Phonics Controversy. // Education Digest;May1963, Vol. 28 Issue 9, p48
The article reports that the method of word recognition should have no place in serious pedagogy. It is fatal to good writing and spelling. Phonics is an extremely important step in the reading process. It is useful, important, and necessary in a good reading program, but there will always be...
- Single-Word Recognition Need Not Depend on Single-Word Features: Narrative Coherence Counteracts Effects of Single-Word Features that Lexical Decision Emphasizes. Teng, Dan; Wallot, Sebastian; Kelty-Stephen, Damian // Journal of Psycholinguistic Research;Dec2016, Vol. 45 Issue 6, p1451
Research on reading comprehension of connected text emphasizes reliance on single-word features that organize a stable, mental lexicon of words and that speed or slow the recognition of each new word. However, the time needed to recognize a word might not actually be as fixed as previous...
- KIDS' CORNER. // Scholastic News -- Edition 3;5/10/2004, Vol. 60 Issue 24, p4
Presents reading comprehension and word recognition quizzes based on the articles printed in the May 10, 2004 issue of "Scholastic News."
- Dear parents: Read with your children. Glazer, Susan Mandel // Teaching Pre K-8;May98, Vol. 28 Issue 8, p96
Highlights different summer activities that can help maintain the students' comprehension and word recognition skills. INSET: Skills learned by retelling.
- The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Herman, Patricia A. // Reading Research Quarterly;Fall1985, Vol. 20 Issue 5, p553
OVER A THREE-MONTH PERIOD, eight less able, nonfluent intermediate-grade students in a large midwestern city chose five separate stories to practice repeatedly, following procedures outlined by Dahl (1974) and Samuels (1979). Changes in rate of reading, number of speech pauses, and word...
- Monitoring and resolving comprehension obstacles: An Investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders. Garner, Ruth; Reis, Ron // Reading Research Quarterly;1981, Vol. 16 Issue 4, p569
THE RESEARCH REPORTED here was designed to answer questions about spontaneous use of text look backs to resolve comprehension obstacles. Nineteen good comprehend ers and 19 poor comprehend ers were presented with a narrative passage divided into three segments. Interspersed in the text were six...
- Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders. Oakhill, Jane; Hartt, Joanne; Samols, Deborah // Reading & Writing;Oct2005, Vol. 18 Issue 7-9, p657
This paper reports two studies that investigate differences in comprehension monitoring skills between good and poor comprehenders. Two groups of 9â€“ to 10-year-olds, who were matched for reading vocabulary and word recognition skills but who differed in comprehension skill, were selected....
- Every child needs success. Hillerich, Robert L. // Teaching Pre K-8;Aug/Sep90, Vol. 21 Issue 1, p106
Suggests ways to establish a foundation to ensure that your students' reading enthusiasm will last throughout the year. Need to establish ground rules and expectations; Ways to approach beginning levels; Sills with the printed word; Importance of context; Strategies; Comprehension skills.