Young Readers' Strategic Approaches to Reading Unfamiliar Words in Text

Autor/in	Beech, John R.
Titel	Young Readers' Strategic Approaches to Reading Unfamiliar Words in Text
Quelle	In: Reading & Writing Quarterly, 26 (2010) 3, S.264-284 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Reading Difficulties; Word Recognition; Reading Strategies; Comparative Analysis; Phonology; Foreign Countries; Elementary School Students; Vocabulary Development; Reading Skills; United Kingdom; Raven Progressive Matrices; British Ability Scales + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Worterkennung; Reading strategy; Leselernstufe; Lesetechnik; Fonologie; Ausland; Wortschatzarbeit; Reading skill; Lesefertigkeit; Großbritannien
Abstract	Children reported the strategies they used when identifying unfamiliar words while reading. Study 1 compared 39 poor readers (M age = 10 years, 7 months) with 2 groups of average readers, one of the same reading age (N = 39; M age = 8 years, 5 months) and the other (N = 31) matched on chronological age. Study 2 included 241 children aged 7 to 11 years divided into 2 age groups. Most children reported using an explicit phonological strategy when having difficulty reading, but many poorer readers do not have alternative strategies readily available apart from seeking help. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10