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Direct linkPratt, 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
Vaessen, Anniek; Blomert, Leo – Journal of Experimental Child Psychology, 2010
Most theories of reading development assume a shift from slow sequential subword decoding to automatic processing of orthographic word forms. We hypothesized that this shift should be reflected in a concomitant shift in reading-related cognitive functions. The current study investigated the cognitive dynamics underlying reading development in a…
Descriptors: Reading Fluency, Familiarity, Phonological Awareness, Reading Instruction
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
Peer reviewedBrowne, Ann – Reading, 1985
Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Primary Education, Reading Instruction
Peer reviewedCleland, Craig J. – Reading World, 1981
Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)
Descriptors: Beginning Reading, Cognitive Development, Cognitive Processes, Learning Theories
Peer reviewedFox, Barbara Crowley – Reading Improvement, 1976
Descriptors: Beginning Reading, Cognitive Processes, Language Acquisition, Literature Reviews
Peer reviewedCleland, Craig J. – Reading World, 1981
Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Concept Formation, Decoding (Reading)
Green, Lena – School Psychology International, 2005
The aim of this article is to illustrate how the teaching of thinking can be incorporated into regular teaching, using the teaching of reading as an example. It provides a brief overview of current understandings of the processes of learning to read and learning to think and then considers how noticing, naming, comparing, categorizing, connecting,…
Descriptors: Cognitive Processes, Reading Instruction, Student Attitudes, Foreign Countries
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
Peer reviewedRobeck, Carol P. – Reading World, 1981
Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Concept Formation, Primary Education
Mason, Jana M. – 1981
After considering the advent of knowledge about prereading from a longitudinal perspective, this report then reviews the research on preschool children's attempts to read and offers a discussion of cross-sectional research on both prereading and beginning reading. The discussion is organized in terms of three hypothesized strands of prereading:…
Descriptors: Beginning Reading, Cognitive Processes, Prereading Experience, Preschool Education
Downing, John – 1975
Cognitive confusion is the common state of young persons in regard to concepts of units of writing. In the past 10 years, research has accumulated to show that all children pass through the important stage of initial cognitive confusion in learning to read. Children often confuse "writing" with "drawing,""letter" with "number," and so on.…
Descriptors: Beginning Reading, Cognitive Processes, Language Experience Approach, Reading
Rosinski, Richard R.; And Others – 1974
While semantic development has been alleged to proceed slowly, reading instruction begins early in the child's school career. Yet, little research has been addressed toward understanding how beginning readers extract meaning from the printed word. This paper reports two experiments that measured latencies in a picture-word interference task to…
Descriptors: Adults, Beginning Reading, Cognitive Processes, Decoding (Reading)
