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The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words
Peer reviewed Peer reviewed
Singer, Harry; And Others – Reading Research Quarterly, 1973
Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)
Descriptors: Beginning Reading, Elementary Education, Reading Instruction, Reading Research
Commentary: Sight Word Learning with and without Pictures: A Critique of Arlin, Scott, and Webster's Research.
Peer reviewed Peer reviewed
Singer, Harry – Reading Research Quarterly, 1980
Critiques an experiment by M. Arlin, M. Scott, and J. Webster (see EJ 206 153) in which their pictures as an aid to learning hypothesis contrasts with the focal attention hypothesis supported by research by H. Singer, S. J. Samuels, and J. Spiroff (see EJ 105 648). (MKM)
Descriptors: Beginning Reading, Elementary Education, Pictorial Stimuli, Reading Instruction
Research That Should Have Made a Difference
Singer, Harry – Elem Engl, 1970
A paper presented at the Second World Congress on Reading, Copenhagen, Denmark, August 1-3, 1968; a 43-item bibliography is appended. (RD)
Descriptors: Beginning Reading, Oral Reading, Reading Comprehension, Reading Instruction
Failure of Steinberg and Yamada to Demonstrate Superiority of Kanji over Kana for Initial Reading Instruction in Japan.
Peer reviewed Peer reviewed
Tzeng, Ovid J. L.; Singer, Harry – Reading Research Quarterly, 1978
Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)
Descriptors: Alphabets, Beginning Reading, Comparative Education, Elementary Education
The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.
Katz, Ina; Singer, Harry – 1981
A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…
Descriptors: Beginning Reading, Influences, Instructional Systems, Phoneme Grapheme Correspondence