Connie Juel
Harvard University
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Connie Juel.
Reading Research Quarterly | 1985
Connie Juel; Roper; Diane Schneider
THIS STUDY examined the role of various word features (e.g., versatile letter combinations) and basal text factors (e.g., word repetitions) in the developing word recognition skills of 93 first-grade students. The relative influence of the word characteristics in two different types of basal series on the acquisition of word identification skills was evaluated several times during the first-grade year. Results indicate that the text children are exposed to early in first grade may differentially shape their word identification strategies.
Reading Research Quarterly | 1980
Connie Juel
THE CURRENT STUDY INVESTIGATED the extent to which second and third graders, at various skill levels, read using a text-driven or concept-driven process; that is, the conditions were examined under which readers use context to identify words. Subjects read target words which varied in decodability, frequency, and number of syllables in conditions of isolation, poor context, and moderate context. Subject factors included grade (second or third), sex, and reading ability (high, average, low). In general, the data indicated that good readers are predominately text-driven, while poor readers are concept-driven, and average readers fluctuate. Limitations to the findings were discussed.
Applied Psycholinguistics | 2003
Timothy R. Konold; Connie Juel; Marlie McKinnon; Rebecca Deffes
How similar are the cognitive and linguistic profiles of those children who easily learn to read? How similar are the profiles of those children who have difficulty learning to read? Do the profiles of successful and less successful readers vary among children 5–10 years of age? These were the questions that guided this study. Six core profiles were identified on four fluid reasoning to comprehension knowledge constructs previously found to be both theoretically and empirically linked to childrens reading acquisition: auditory processing, crystallized ability, processing speed, and short-term memory. Cluster analysis was used to develop this taxonomy and the six-cluster solution was supported through cross-validation. The internal and external validity of the resulting profiles was favorable, suggesting homogeneous within-cluster membership and clear separation among the six core profiles. A summary of the defining characteristics for each profile is provided. The performance of children comprising different profiles was investigated on four external reading outcomes. These comparisons were conducted for each of the six age groups comprising the sample (i.e., 5–10 years) to assess whether the importance of certain score configurations varied as a function of the reading tasks required of children learning to read and those who are already readers. Results indicated that certain profiles were associated with greater success on external measures of reading achievement than other profiles. Trends across ages and differences among age groups are described.
Reading Research Quarterly | 2000
Connie Juel; Cecilia Minden-Cupp
Archive | 1998
Michael F. Graves; Connie Juel; Bonnie B. Graves
Archive | 2008
Catherine E. Snow; Connie Juel
Educational Leadership | 2003
Connie Juel; Gina Biancarosa; David Coker; Rebecca Deffes
Educational Leadership | 2004
Connie Juel; Rebecca Deffes
Reading Research Quarterly | 1981
Connie Juel; Betty Holmes
Archive | 2010
Connie Juel; Heather Hebard; Julie Park Haubner; Meredith Moran