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Mackay, Harry A. – Analysis and Intervention in Developmental Disabilities, 1985
Programs were designed to teach three severely retarded adolescents to use individual anagram letters to construct the appropriate color words when shown color patches. After learning visual equivalences between colors and printed words, Ss demonstrated auditory reading-comprehension (matching printed words to dictated words) and oral reading…
Descriptors: Adolescents, Beginning Reading, Reading Comprehension, Severe Mental Retardation
Peer reviewedFabry, Bernard D; And Others – American Journal of Mental Deficiency, 1984
Six mentally retarded students (12-22 years old) were taught to name sight words during token-exchange periods of a token-reinforcement system. Sequential teaching of new sets of sight words via a multiple-baseline design evaluated the procedure. Five of the 6 students acquired sight-word vocabularies. Data support the educational use of…
Descriptors: Beginning Reading, Incidental Learning, Mental Retardation, Sight Vocabulary
Peer reviewedTheus, Osa – PTA Today, 1985
A report released in May by the Commission on Reading entitled "Becoming a Nation of Readers" suggests, among other things, that teachers should revise the way they teach reading. Specific comments are discussed. (MT)
Descriptors: Beginning Reading, Primary Education, Reading Instruction, Reading Teachers
Heathington, Betty S.; And Others – Lifelong Learning, 1984
Reports a study of the variables that contribute to adult beginning readers' retention in literacy programs. (JOW)
Descriptors: Adults, Beginning Reading, School Holding Power, Student Characteristics
Peer reviewedScott, Diana – Reading Horizons, 1976
Examines some of the significant research in the area of learning modalities, analyzes the findings of this research, and discusses the implications of reading research as it relates to reading instruction. (RB)
Descriptors: Beginning Reading, Elementary Education, Learning Modalities, Reading Instruction
Peer reviewedGroff, Patrick – Reading World, 1976
Descriptors: Beginning Reading, Context Clues, Primary Education, Reading Instruction
Download full textHealy, Annah; Dooley, Karen – 2002
This paper reports on a study of pedagogic practices surrounding novice readers of digital texts in four early childhood classrooms in Queensland, Australia. An empirical study of digital reading pedagogy was conducted in two middle class outer suburban schools in the Queensland capital, Brisbane--two classes in each school provided study sites:…
Descriptors: Beginning Reading, Early Childhood Education, Educational Practices, Foreign Countries
Peer reviewedKoenigsberg, Riki Sharfman – Child Development, 1973
Descriptors: Beginning Reading, Character Recognition, Discrimination Learning, Preschool Children
Peer reviewedSouthgate, Vera; Lewis, Christine Y. – Reading, 1973
Descriptors: Beginning Reading, Reading Instruction, Reading Level, Reading Programs
Peer reviewedDowning, John – Reading, 1973
Discusses whether to prepare the child for reading instruction, or tailor the reading instruction to the child. (RB)
Descriptors: Beginning Reading, Literature Reviews, Reading Readiness, Speech Communication
De Franco, Ellen B. – Adult Leadership, 1973
Article proposes various ways to utilize parents as resources for teaching children to read. (GB)
Descriptors: Beginning Reading, Parent Education, Parent Participation, Reading Development
Peer reviewedAllen, P. David – Elementary School Journal, 1972
We can improve reading instruction by using the strengths any child brings to the reading task. (Author)
Descriptors: Beginning Reading, Cues, Psycholinguistics, Reading Instruction
Clay, Marie M. – J Exp Child Psychol, 1970
Explores the various effects of changing the familiar orientation of words with beginning readers. (MH)
Descriptors: Beginning Reading, Discrimination Learning, Elementary School Students, Reading
Cooper, J.; And Others – Visual Education, 1970
Descriptors: Beginning Reading, Elementary Education, Individualized Instruction, Program Descriptions
Kirkland, Eleanor R. – Int Reading Assn Conf Proc Pt 1, 1968
Reexamines the efficiency of i/t/a in a 3-year longitudinal study of 180 children and reports better general reading and spelling ability and earlier learning of vowel sounds at the end of grade 1 with i/t/a but also reports an equalizing of abilities at the ends of grades 2 and 3 under i/t/a and T.O. systems. Bibliography. (MD)
Descriptors: Beginning Reading, Comparative Analysis, Orthographic Symbols, Reading Instruction
