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| Beginning Reading | 4 |
| Primary Education | 4 |
| Reading Research | 4 |
| Sight Vocabulary | 4 |
| Teaching Methods | 4 |
| Context Clues | 3 |
| Reading Instruction | 3 |
| Word Recognition | 3 |
| Comparative Analysis | 2 |
| Kindergarten | 2 |
| Behavior Patterns | 1 |
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| Ceprano, Maria A. | 4 |
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| Reports - Research | 3 |
| Journal Articles | 2 |
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Peer reviewedCeprano, Maria A. – Reading Teacher, 1981
Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)
Descriptors: Beginning Reading, Comparative Analysis, Literature Reviews, Primary Education
Peer reviewedCeprano, Maria A. – Journal of Reading Behavior, 1981
Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)
Descriptors: Beginning Reading, Comparative Analysis, Context Clues, Kindergarten
Ceprano, Maria A. – 1980
A total of 158 children from seven kindergarten classes participated in a study that compared the effectiveness of a context emphasis approach for teaching sight words with an approach that emphasized the distinctive features of the words presented alone. Within classes, the students were assigned in equal numbers to the treatment conditions:…
Descriptors: Beginning Reading, Context Clues, Distinctive Features (Language), Kindergarten Children
Ceprano, Maria A. – 1987
Designed to add to the existing knowledge base concerning the saliency of features used by children to identify isolated words, a study examined whether the method of instruction influences the extent to which various features are used for word identification and recall. Subjects, 117 kindergarten students from a suburban Buffalo, New York, school…
Descriptors: Beginning Reading, Behavior Patterns, Context Clues, Decoding (Reading)
