S Jay Samuels
Biographic Data
| ID | 5180858 |
|---|---|
| NAME | S Jay Samuels |
| GIVEN NAMES | S Jay |
| FAMILY NAME | Samuels |
| SIGNATURE | SAMUELS S J |
| AFFILIATIONS | University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 2 |
Comprehension Instruction of Award-Winning Teachers, Teachers with Master's Degrees, and Other Teachers
Comprehending Oral and Written Language
Written by respected researchers in their field, this book is about the skills beyond basic word recognition that are necessary for the processing and comprehension of spoken and written language. The major topics presented are as follows: language and text analysis; cognitive processing and comprehension; development of literacy; literacy and schooling; and, factors influencing listening and reading.
Three Hundred Years of Illustrations in American Textbooks
Factors influencing listening
Children’s Use of Text Structure in the Recall of Expository Material
This study investigated whether superior recall for expository text could be attributed to the use of text structure as a retrieval cue or to some other memory factor. Elementary students read and recalled normal and scrambled versions of text. Children who were aware of text structure recalled significantly more of the normal passages than the scrambled, whereas for students who were unaware, there was no difference in recall between the normal …
Children's Use of Text Structure in the Recall of Expository Material
This study investigated whether superior recall for expository text could be attributed to the use of text structure as a retrieval cue or to some other memory factor. Elementary students read and recalled normal and scrambled versions of text. Children who were aware of text structure recalled significantly more of the normal passages than the scrambled, whereas for students who were unaware, there was no difference in recall between the normal …
Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers
S. Jay Samuels, Gerald Begy, Chaur Ching Chen, Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers, Reading Research Quarterly, Vol. 11, No. 1 (1975 - 1976), pp. 72-86
Toward a theory of automatic information processing in reading
The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words
Harry Singer, S. Jay Samuels, Jean Spiroff, The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words, Reading Research Quarterly, Vol. 9, No. 4 (1973 - 1974), pp. 555-567
Success and Failure in Learning to Read
Understanding Reading
Contents: Preface to the Sixth Edition. The Essence of Reading. Comprehension and Knowledge. Spoken and Written Language. Information and Experience. Between Eye and Brain. Bottlenecks of Memory. Letter Identification. Word Identification. Phonics and Mediated Word Identification. The Identification of Meaning. Reading, Writing, and Thinking. Learning About the World. Learning About Written Language
The Effect of Letter-Name Knowledge on Learning to Read
There is considerable interest at the present time in teaching children to name letters to the alphabet in the belief that letter-name knowledge facilitates learning to read. This interest is manifest at kindergarten and first grade levels where instruction in naming letters is commonly given as part of the reading readiness program. Sesame Street, the television program for preschoolers, also includes instruction in letter naming. Durrell and Mu…
The Psychology and Pedagogy of Reading
Children’s Use of Text Structure in the Recall of Expository Material
This study investigated whether superior recall for expository text could be attributed to the use of text structure as a retrieval cue or to some other memory factor. Elementary students read and recalled normal and scrambled versions of text. Children who were aware of text structure recalled significantly more of the normal passages than the scrambled, whereas for students who were unaware, there was no difference in recall between the normal …
Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers
S. Jay Samuels, Gerald Begy, Chaur Ching Chen, Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers, Reading Research Quarterly, Vol. 11, No. 1 (1975 - 1976), pp. 72-86
The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words
Harry Singer, S. Jay Samuels, Jean Spiroff, The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words, Reading Research Quarterly, Vol. 9, No. 4 (1973 - 1974), pp. 555-567
The Effect of Letter-Name Knowledge on Learning to Read
There is considerable interest at the present time in teaching children to name letters to the alphabet in the belief that letter-name knowledge facilitates learning to read. This interest is manifest at kindergarten and first grade levels where instruction in naming letters is commonly given as part of the reading readiness program. Sesame Street, the television program for preschoolers, also includes instruction in letter naming. Durrell and Mu…
The Psychology and Pedagogy of Reading
Understanding Reading
Contents: Preface to the Sixth Edition. The Essence of Reading. Comprehension and Knowledge. Spoken and Written Language. Information and Experience. Between Eye and Brain. Bottlenecks of Memory. Letter Identification. Word Identification. Phonics and Mediated Word Identification. The Identification of Meaning. Reading, Writing, and Thinking. Learning About the World. Learning About Written Language
The Effect of Letter-Name Knowledge on Learning to Read
There is considerable interest at the present time in teaching children to name letters to the alphabet in the belief that letter-name knowledge facilitates learning to read. This interest is manifest at kindergarten and first grade levels where instruction in naming letters is commonly given as part of the reading readiness program. Sesame Street, the television program for preschoolers, also includes instruction in letter naming. Durrell and Mu…
The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words
Harry Singer, S. Jay Samuels, Jean Spiroff, The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words, Reading Research Quarterly, Vol. 9, No. 4 (1973 - 1974), pp. 555-567
Success and Failure in Learning to Read
Toward a theory of automatic information processing in reading
Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers
S. Jay Samuels, Gerald Begy, Chaur Ching Chen, Comparison of Word Recognition Speed and Strategies of Less Skilled and More Highly Skilled Readers, Reading Research Quarterly, Vol. 11, No. 1 (1975 - 1976), pp. 72-86
Children’s Use of Text Structure in the Recall of Expository Material
This study investigated whether superior recall for expository text could be attributed to the use of text structure as a retrieval cue or to some other memory factor. Elementary students read and recalled normal and scrambled versions of text. Children who were aware of text structure recalled significantly more of the normal passages than the scrambled, whereas for students who were unaware, there was no difference in recall between the normal …
Children's Use of Text Structure in the Recall of Expository Material
This study investigated whether superior recall for expository text could be attributed to the use of text structure as a retrieval cue or to some other memory factor. Elementary students read and recalled normal and scrambled versions of text. Children who were aware of text structure recalled significantly more of the normal passages than the scrambled, whereas for students who were unaware, there was no difference in recall between the normal …
Factors influencing listening
Comprehending Oral and Written Language
Written by respected researchers in their field, this book is about the skills beyond basic word recognition that are necessary for the processing and comprehension of spoken and written language. The major topics presented are as follows: language and text analysis; cognitive processing and comprehension; development of literacy; literacy and schooling; and, factors influencing listening and reading.
Three Hundred Years of Illustrations in American Textbooks
Comprehension Instruction of Award-Winning Teachers, Teachers with Master's Degrees, and Other Teachers
Psychology (12 works) · Linguistics (10 works) · Reading and Literacy Development (9 works) · Cognitive psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (5 works) · Educational Strategies and Epistemologies (4 works) · Reading (process (4 works) · Reading (process) (4 works)