Relation between Early Reading Acquisition and Word Decoding with and without Context: A Longitudinal Study of First-Grade Children.

Stanovich, Keith E.; And Others

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Peer reviewed

ERIC Number: EJ306059

Record Type: CIJE

Publication Date: 1984

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Relation between Early Reading Acquisition and Word Decoding with and without Context: A Longitudinal Study of First-Grade Children.

Stanovich, Keith E.; And Others

Journal of Educational Psychology, v76 n4 p668-77 Aug 1984

The speed and accuracy of skilled and less skilled first-grade readers were assessed in the fall and spring. Children read random lists of words and coherent paragraphs. Poor decoding skills, rather than an inability to use content to facilitate word recognition, caused the poor performance of less skilled readers. (Author/BS)

Descriptors: Beginning Reading, Context Clues, Decoding (Reading), Developmental Stages, Grade 1, Longitudinal Studies, Low Achievement, Oral Reading, Primary Education, Reading Ability, Reading Comprehension, Reading Rate

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Note: Research partially supported by Grant BNS 80-20-20594 from the Memory and Cognitive Processes Program of the National Science Foundation.