摘要: WORD IDENTIFICATION RESPONSES of 32 first graders were obtained in December and May grade examined order to infer word identification strategies. Half the subjects instructed by a phonics method half with sight emphasis. The strategies for most children samples could be identified using criteria established classification. Strategies individual determined significant degree class instructional method. Individual strategy deviation from was more common than sight-word Most who initially formed that differed emphasis changed their accord materials end grade.
jstor.org
sci-hub.se 参考文章(7)
A. I. Gates, Studies of phonetic training in beginning reading. Journal of Educational Psychology. ,vol. 18, pp. 217- 226 ,(1927) , 10.1037/H0074298
Jeanne Sternlicht Chall, Learning to Read: The Great Debate ,(1967)
Morris Halle, None, Fundamentals of Language ,(1956)
Richard D. Elder, Oral Reading Achievement of Scottish and American Children Elementary School Journal. ,vol. 71, pp. 216- 230 ,(1971) , 10.1086/460634
Eleanor Jack Gibson, Principles of Perceptual Learning and Development ,(1969)
Andrew Biemiller, The Development of the Use of Graphic and Contextual Information as Children Learn to Read Reading Research Quarterly. ,vol. 6, pp. 75- ,(1970) , 10.2307/747049
Rebecca Barr, Influence of Reading Materials on Response to Printed Words Journal of Literacy Research. ,vol. 7, pp. 123- 135 ,(1975) , 10.1080/10862967509547129