Literaturnachweis - Detailanzeige
Autor/in | Nicholson, Tom |
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Titel | Do Children Read Words Better in Context or in Lists? A Classic Study Revisited. |
Quelle | In: Journal of Educational Psychology, 83 (1991) 4, S.444-50Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Achievement Gains; Age Differences; Comparative Analysis; Context Clues; Context Effect; Elementary Education; Elementary School Students; Foreign Countries; High Achievement; Low Achievement; Reading Achievement; Reading Comprehension; Word Recognition; Young Children; New Zealand |
Abstract | Results from 197 elementary school students (97 males and 100 females) aged 6, 7, and 8 years from New Zealand suggest that only poor and younger average readers clearly read better in context than in lists. Good readers, even when younger, seem to be less reliant on context clues. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |