scholarly journals A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children

2008 ◽  
Vol 43 (4) ◽  
pp. 336-354 ◽  
Author(s):  
Justin Miller ◽  
Paula J. Schwanenflugel
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
School Children ◽  
Reading Fluency ◽  
Oral Reading ◽  
Elementary School Children ◽  
Oral Reading Fluency ◽  
Early Elementary ◽  
Early Elementary School ◽  
Reading Prosody

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children

2002 ◽  
Vol 31 (4) ◽  
pp. 540-553 ◽  
Author(s):  
John M. Hintze ◽  
James E. Callahan ◽  
William J. Matthews ◽  
Stacy A. S. Williams ◽  
Kevin G. Tobin
Keyword(s):  
Elementary School ◽  
African American ◽  
Reading Comprehension ◽  
School Children ◽  
Reading Fluency ◽  
Oral Reading ◽  
Elementary School Children ◽  
Oral Reading Fluency

Children's understanding of homonyms

1995 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrea G. Backscheider ◽  
Susan A. Gelman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Early Elementary ◽  
Early Elementary School ◽  
One To One ◽  
Metalinguistic Skills ◽  
Common Label

ABSTRACTPrevious tasks have shown that preschool and early elementary school-children typically have trouble learning and identifying homonyms (Peters & Zaidel, 1980; Mazzocco, 1989). It is possible that a one-to-one mapping assumption or a lack of metalinguistic skills makes homonym learning and identification particularly difficult. In three experiments we examined a total of 60 three-year-olds' ability to pick out homonym pairs, and the extent to which they realize that although homonyms share a common label, they represent two different categories. In Experiment 1 subjects were asked to identify homonym pairs. In Experiment 2, homonym pairs and non-homonym pairs were labelled, then children were asked whether the pairs had the same name, and whether they were the same kind of thing. In Experiment 3 children were shown one-half of each of several homonym and non-homonym pairs, then asked to identify a name match and a category match from a set of pictures. From these experiments we conclude that children have the metalinguistic skills necessary to identify homonym pairs; moreover, they realized that homonyms represent two different categories. Finally, if children have a one-to-one mapping assumption, it is not strong enough to prevent them from acquiring homonyms.

scholarly journals Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children

2001 ◽  
Vol 16 (8) ◽  
pp. 773-787
Author(s):  
S. Alvord ◽  
W. Adams ◽  
R. Barker ◽  
B. Garner ◽  
K. Rosengren ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Reading Acquisition ◽  
Early Elementary ◽  
Early Elementary School

Factor structure of the Social Experience Questionnaire across time, sex, and grade among early elementary school children.

2013 ◽  
Vol 25 (4) ◽  
pp. 1058-1068 ◽  
Author(s):  
Tracy Desjardins ◽  
Rachel S. Yeung Thompson ◽  
Paweena Sukhawathanakul ◽  
Bonnie J. Leadbeater ◽  
Stuart W. S. MacDonald
Keyword(s):  
Elementary School ◽  
Factor Structure ◽  
School Children ◽  
Elementary School Children ◽  
Social Experience ◽  
Early Elementary ◽  
The Social ◽  
Early Elementary School ◽  
Experience Questionnaire
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