The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence
- Know the News. // Weekly Reader News - Senior;11/10/2006, Vol. 85 Issue 10, p8
A reading comprehension quiz related to the articles featured within the issue is presented.
- What do Children Do when they Fail to Count Phonemes? Gombert, Jean Emile // International Journal of Behavioral Development;Dec96, Vol. 19 Issue 4, p757
An analysis of children's responses in phoneme counting tasks provides a way of accessing their conception of the sm allest phonological unit. Thus, in order to understand the development of phonological awareness, the types of errors children make in these tasks were analysed. A group of 5- to...
- Neighborhood effects in visual word recognition: Effects of letter delay and nonword context... Pugh, Kenneth R.; Rexer, Karl // Journal of Experimental Psychology. Learning, Memory & Cognition;May94, Vol. 20 Issue 3, p639
Provides experimental evidence for the psychological reality of the concept of neighborhood activation and tests the claim that letter positions yielding neighbors require greater processing than positions not yielding neighbors. Visual work recognition; Search models and activation models of...
- Eight readers reading: The intertextual links of proficient readers reading multiple passages. Hartman, Douglas K. // Reading Research Quarterly;Jul-Sep95, Vol. 30 Issue 3, p520
Studies the intertextual links that eight able readers made as they read across five passages. Analysis of data through cognitive psychology, semiotic and literary theory; Intertextuality as a cognitive instruction; Types of intertextual links; Adoption of various discourse distance; Plurality...
- Is anyone listening? Neilsen, Lorri // Reading Teacher;Mar91, Vol. 44 Issue 7, p494
Asserts the importance of professionals in the reading field to speak out. Also stresses the significance of understanding how gender and society influence voice. Looks at the responsibility teachers have, and different perspectives for men.
- The contribution of general and specific cognitive abilities to reading achievement. Vanderwood, Michael L.; McGrew, Kevin S.; Flanagan, Dawn P.; Keith, Timothy Z. // Learning & Individual Differences;2001, Vol. 13 Issue 2, p159
Presents information on a study which analyzed the contribution of specific cognitive abilities to reading achievement at five developmental levels, using the standardization sample of the Woodcock-Johnson Psychoeducational Battery-Revised measure. Intelligence theories; Description of the...
- Reading Can Make You Smarter! Cunningham, Anne; Stanovich, Keith // Principal;Nov/Dec2003, Vol. 83 Issue 2, p34
Discusses research findings which support the notion that reading enhances the vocabulary and cognitive skills of students. Vocabulary development; Benefits of reading.
- Keep your head in the Books. Jones, Sally // Heart & Soul;Sep/Oct98, Issue 29, p110
Reports on the study about the ways for practicing retaining information in your memory. How education affect cognitive functioning.
- RELATION OF READING RATE AND RAPID AUTOMATIC NAMING AMONG THIRD GRADERS. Huff, Elisa; Sorenson, Jody; Dancer, Jess // Perceptual & Motor Skills;Dec2002, Vol. 95 Issue 3, p925
The relation of reading rate and rapid automatic naming (RAN) for pictures was investigated for 31 third graders. Reading rate was measured as the number of seconds required for reading aloud a third-grade passage. Rapid automatic naming was assessed with the RAN portion of the Woodcock Johnson...