George Font
Biographic Data
| ID | 5971666 |
|---|---|
| NAME | George Font |
| GIVEN NAMES | George |
| FAMILY NAME | Font |
| SIGNATURE | FONT G |
| AFFILIATIONS | Purdue University West Lafayette |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
Teaching morphemic and contextual analysis to fifth‐grade students
S This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth‐grade students were assigned to a morphemiconly, context‐only, or combined morphemic‐context experimental group or to an instructed control group. Following twelve 50‐minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and c…
Reading Reading Research
Book reviewed in this article: Handbook of Reading Research, Volume III . Edited by Michael Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr. 2000
Teaching morphemic and contextual analysis to fifth‐grade students
S This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth‐grade students were assigned to a morphemiconly, context‐only, or combined morphemic‐context experimental group or to an instructed control group. Following twelve 50‐minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and c…
Reading Reading Research
Book reviewed in this article: Handbook of Reading Research, Volume III . Edited by Michael Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr. 2000
Teaching morphemic and contextual analysis to fifth‐grade students
S This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth‐grade students were assigned to a morphemiconly, context‐only, or combined morphemic‐context experimental group or to an instructed control group. Following twelve 50‐minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and c…
EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Philosophy (2 works) · Psychology (2 works) · African Education and Politics (1 work) · Cognitive psychology (1 work) · Comprehension (1 work) · Computer Science (1 work) · Context (archaeology) (1 work) · Context analysis (1 work)