Investigating the role of context in learning to read: A direct test of goodman's model

British Journal of Psychology

Volumn 92, Issue 4, 2001, Pages 579-591

  Archer, Nicola ^a   Bryant, Peter ^b  

^a NONE   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CONCEPT FORMATION; FEMALE; HUMAN; LEARNING; MALE; MODEL; PSYCHOLOGICAL ASPECT; READING; RECOGNITION; STUDENT;

CHILD; CONCEPT FORMATION; FEMALE; HUMAN; LEARNING; MALE; MODELS, PSYCHOLOGICAL; READING; RECOGNITION (PSYCHOLOGY); STUDENTS;

EID: 0035516156     PISSN: 20448295     EISSN: None     Source Type: Journal    
DOI: 10.1348/000712601162356     Document Type: Article

References (15)

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3. Goodman, K. S. (1970). Reading: a psycholinguistic guessing game. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 259-271). Newark, DE: International Reading Association.
4. Goodman, K. S. (1982). Miscue analysis: Theory and reality in reading. In F. K. Gollasch (Ed.), Language and literacy: the selected writings of Kenneth S. Goodman. Boston: Routledge and Kegan Paul.
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9. Nicholson, T. (1991). Do children read words better in context or in lists?: A classic study revisited. Journal of Experimental Psychology, 83, 444-450.
10. Nicholson, T., Bailey, J., & McArthur, J. (1991). Context cues in reading: The gap between research and popular opinion. Journal of Reading, Writing and Learning Disabilities, 17, 33-41.
11. Pearson, P. D. (1978). On bridging gaps and spinning chasms. Curriculum Inquiry, 8, 353-363.
12. Smith, F. (1978). Understanding reading. London: Holt, Rinehart and Winston.
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