The Psychology and Pedagogy of Reading
Bibliographic Data
| ID | 8222753 |
|---|---|
| Authors | S Jay Samuels (corresponding author) |
| Year | 1970 |
| Volume | 7 |
| Issue | 2 |
| Pages | 277 |
| Publication date | 1970-03-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | The Psychology and Pedagogy of Reading, Edmund Burke Huey, 1909 |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162167 |
| OpenAlex | W1982279410 |
| Language | EN |
Linguistics · Mathematics education · Pedagogy · Reading (process · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Neuroscience, Education and Cognitive Function · Psychology
O leitor, o escriba, o pensador
Empirical Investigations of the Role of Implicit Prosody in Sentence Processing
Imagery and contextual meaning
Eye movements in reading and information processing
Phonological recoding and reading
Eye movements in reading and information processing
Familiarity effects in visual information processing
Visual apprehension and perception in reading
On the Anglocentricities of current reading research and practice
Orthographic variations and visual information processing
Motivation Terminology in Reading Research
The simple view of reading
Toward a model of eye movement control in reading.
How Psychological Science Informs the Teaching of Reading
Eye fixations and cognitive processes
An interactive activation model of context effects in letter perception
Forest before trees
The E-Z Reader model of eye-movement control in reading
The span of the effective stimulus during a fixation in reading
A capacity theory of comprehension
Nested incremental modeling in the development of computational theories
Clarifying Differences Between Reading Skills and Reading Strategies
Reading Fluency and Its Intervention
The Importance of Processing Automaticity and Temporary Storage Capacity to the Differences in Comprehension Between Skilled and Less Skilled College-Age Deaf Readers
Realistic Reading Tasks in Research in Reading
On sentential anagrams
Viewing eye movements during reading through the lens of chaos theory
The Effects of Cultural Schemata on Reading Processing Strategies
Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill
The Dependence on Graphemes and on Their Translation to Phonemes in Reading
Toward a Theory of Reading Comprehension and Rauding
A Study of What Chicano and Anglo Children Remember about the Stories They Read and Hear (Abstracted)
The Effect of Repeated Readings on Reading Rate, Speech Pauses, and Word Recognition Accuracy
Context Clues Are Unreliable Predictors of Word Meanings
Levels of Questioning
The Reading Processes of Above Average and Average Readers
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12
Pupil Understanding of Connectives in Reading
A Confluence of Complexity
The Independence of Letter, Word, and Meaning Identification in Reading
Effects of Inconsistent Information on Text Processing
Apps, iP ads, and Literacy
A Mastery Based Experimental Program for Teaching High Speed Word Recognition Skills (Abstract)
Values of Literacy History
Oral reading in the school literacy curriculum
What Constitutes a Science of Reading Instruction
The Influence of Highly Variable Spelling upon the Reading Performance of Skilled Readers of Modern English
"Thorndike's "Reading as Reasoning
Reading Comprehension
Concerning Reading Theory
Reading as Problem Solving
A Model Program for Teaching Advanced Reading to Students of English as a Foreign Language
What is special about orthographic processing
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Research on reading processes
Five generalizations about cognitive development
Reading in two alphabets
Psychological and Pedagogical Considerations in the Making of Text-books
Assessing the Cognitive Demands of a Century of Reading Curricula
The Roles of Orthographic, Phonological, and Word Frequency Variables on Word-Nonword Decisions
Transdisciplinaridade no ensino de línguas A perspectiva das Teorias da Complexidade
Minding the Brain
Teachers and content area reading
On Bridging Gaps and Spanning Chasms
Ready to Read
Reading models in foreign language teaching
Reading Acquisition and beyond
Comprehending referential expressions during reading
Hearing Story Characters' Voices
Some considerations of the significance of individual differences in reading
Learning to fasten the seat of my union suit without looking around
Reading, reasoning, and reality
The role of skills in teaching reading
Developing fluency through restructuring the task of guided oral reading
The literary transaction
Parallels Between New Paradigms in Science and in Reading and Literary Theories
The Reading and Composing Behavior of Selected Fourth- and Seventh-Grade Students
Peer Review Re-Viewed
The Application of Prior Knowledge to the Interpretation of Text
The Relative Legibility of the Letters, the Digits, and of Certain Mathematical Signs
Why Innovations Come and Go (And Mostly Go)
Reading Instruction
| Highly cited | No |
|---|