Lee S Wilce
Biographic Data
| ID | 5971963 |
|---|---|
| NAME | Lee S Wilce |
| GIVEN NAMES | Lee S |
| FAMILY NAME | Wilce |
| SIGNATURE | WILCE L S |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1987 |
| H-INDEX | 3 |
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
FIRST GRADERS PRACTICED reading 10 unfamiliar function words (i.e., might, which, enough). Half of the children studied the words embedded in printed sentences. Half studied the words in unstructured lists of words and then listened to sentences comprised of the words. Posttest measures revealed that the sentence readers learned more about the syntactic/semantic identities of function words, whereas list readers remembered their orthographic iden…
Movement into Reading
KINDERGARTENERS WERE GROUPED according to their ability to read words: prereaders (no words read), novices (a few words read), and veterans (several words read). They were taught to read two kinds of word spellings: simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for giraffe), and visual spellings whose letters bore no sound correspondence but were more distinctive visually. Prereaders learned to read the visual spel…
Does Learning to Spell Help Beginners Learn to Read Words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words with consonant clusters were assigned either to an experimental group that was taught to spell or to a control group that practiced matching letters to isolated sounds. According to posttest performances, spelling-trained subjects learned to read a set…
Computer Science (3 works) · Linguistics (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Language Development and Disorders (2 works) · Learning to read (2 works) · Mathematics education (2 works) · Neurobiology of Language and Bilingualism (2 works) · Philosophy (2 works) · Reading (process) (2 works)