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The influence of instructional conditions on word recognition errors.

DESCRIBES THE patterns of word recognition errors made by 41 pre-reading first grade children taught under two different instructional methods. Further, the reading error patterns related to the two instructional methods were compared with those that presumably arose from experience in contextual re...

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Publicado en:Reading Research Quarterly (Wiley-Blackwell) Vol. 7; no. 3; pp. 509 - 530
Autor principal: Barr, Rebecca C.
Formato: Artículo
Publicado: Wiley-Blackwell Spring1972
Materias:
Word recognition
Reading
Phonics
Reading (Elementary)
Error
Primary education
Elementary education
First grade (Education)
Education
Acceso en línea:Ver este registro en EBSCOhost