Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 8 |
Descriptor
| Beginning Reading | 9 |
| Cognitive Processes | 9 |
| Grade 1 | 9 |
| Elementary School Students | 5 |
| Reading Instruction | 5 |
| Metacognition | 4 |
| Reading Comprehension | 4 |
| Foreign Countries | 3 |
| Oral Reading | 3 |
| Reading Skills | 3 |
| Word Recognition | 3 |
| More ▼ | |
Source
| Reading Psychology | 3 |
| Developmental Science | 1 |
| Reading Horizons | 1 |
| Reading and Writing: An… | 1 |
| Scientific Studies of Reading | 1 |
| What Works Clearinghouse | 1 |
| Young Children | 1 |
Author
| Pratt, Sharon M. | 3 |
| Martin, Anita M. | 2 |
| Akrofi, Amma K. | 1 |
| Courtney, Ann M. | 1 |
| Duo Liu | 1 |
| Eberhard-Moscicka, Aleksandra… | 1 |
| Elbro, Carsten | 1 |
| Houter, Daphne | 1 |
| Janisch, Carole | 1 |
| Jost, Lea B. | 1 |
| Kevin Kien Hoa Chung | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 8 |
| Reports - Research | 7 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Grade 1 | 9 |
| Early Childhood Education | 6 |
| Elementary Education | 6 |
| Primary Education | 5 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Preschool Education | 1 |
Audience
Location
| China | 1 |
| Denmark | 1 |
| Netherlands | 1 |
| Switzerland | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkZhengye Xu; Li-Chih Wang; Kevin Kien Hoa Chung; Xinyong Zhang; Ning Li; Duo Liu – Reading and Writing: An Interdisciplinary Journal, 2024
The present study examined whether and how early cognitive flexibility, metalinguistic awareness, including phonological awareness (PA) and morphological awareness (MA), Chinese word reading (CWR), and listening comprehension (LC) influenced Chinese children's later reading comprehension. In total, 153 Chinese children were recruited. Path…
Descriptors: Cognitive Processes, Reading Comprehension, Foreign Countries, Beginning Reading
Pratt, Sharon M. – Reading Psychology, 2020
This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…
Descriptors: Oral Reading, Error Correction, Cognitive Processes, Metacognition
Pratt, Sharon M.; Martin, Anita M. – Reading Psychology, 2017
This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…
Descriptors: Recall (Psychology), Video Technology, Stimuli, Questioning Techniques
Pratt, Sharon M.; Martin, Anita M. – Reading Horizons, 2017
This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit…
Descriptors: Case Studies, Faculty Development, Teaching Methods, Grade 1
Download full textWhat Works Clearinghouse, 2015
The "Lindamood Phonemic Sequencing"® program is designed to improve reading and spelling skills by teaching students the skills needed to decode and encode words and to identify individual sounds and blends in words. The WWC has updated its 2008 review of "Lindamood Phonemic Sequencing"® to include 16 new studies, two of which…
Descriptors: Reading Skills, Spelling, Reading Instruction, Decoding (Reading)
Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs – Developmental Science, 2015
During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…
Descriptors: Beginning Reading, Phonological Awareness, Semantics, Neurological Organization
Elbro, Carsten; de Jong, Peter F.; Houter, Daphne; Nielsen, Anne-Mette – Scientific Studies of Reading, 2012
There is a gap between "w..aa..sss" and "woz" ("was"). This is a gap between the output from a phonological recoding of a word and its lexical pronunciation. We suggest that ease of recognition of words from spelling pronunciations (like "w..aa..sss") contributes independent variance to word decoding ability…
Descriptors: Foreign Countries, Indo European Languages, Beginning Reading, Spelling
Akrofi, Amma K.; Swafford, Jeanne; Janisch, Carole – Reading Psychology, 2010
The purpose of this study was to determine what types of texts would best support the at-home reading for a first grader who struggled with reading. Results of running records for 12 books of varying text types indicated he used visual cues, picture cues, and his schema as he attempted to read. Ten of 12 of the texts were hard for him to read.…
Descriptors: Cues, Protocol Analysis, Reading Instruction, Parent Participation
Courtney, Ann M.; Montano, MaryAnn – Young Children, 2006
A large body of research (Clay 1991; National Reading Panel 2000; Pressley 2000; Courtney & Abodeeb 2001) on young readers reveals that most children do not know how to check their understanding as they read, nor do educators give them the strategies to do so. Comprehension is the process of constructing meaning while interacting with text.…
Descriptors: Grade 1, Metacognition, Reading Comprehension, Reading Strategies
