Richard L. Isakson

Contextual Sensitivity in Beginning Readers

available for use in recognizing a word that appears in written discourse. The sources are the graphic features of the word and the context in which the word appears. The graphic cues are helpful in word recognition to the degree that the reader is able to discriminate between the features that make up words and letters and the degree to which the reader has learned the rules that match the sounds of his or her language to its accompanying written code. Similarly, the contextual cues may be helpful in word recognition to the degree that the reader is aware of the syntactic and the semantic constraints imposed on a word in a given position in a sentence by the words in the context surrounding that position. The purpose of the research reported here is to study the development of sensitivity to contextual constraints among children learning to read. Several lines of research indicate that adult readers are aware of the contextual constraints in sentences. Levin and Kaplan (1) report that the eye-voice span, the distance that the eyes are ahead of the. voice in oral reading, extends to the phrase boundaries of sentences for adults and children down

Modifying Impulsivity through Training in Analysis.

The Elementary School Journal Volume 79, Number 2 ? 1978 by The University of Chicago. 0013-5984/79/7902-0001

Factors Influencing the Accuracy of the Feeling-of-Knowing

00.88 Evaluation is one of the critical cognitive processes that contribute to the childs success in many academic tasks. According to Kagan and Lang (1), evaluation is the activity that precedes a response. The child carefully stops to consider what he has perceived, the adequacy of possible responses, and, in general, the effectiveness of a proposed response in solving some problem. Through extensive research, Kagan and his associates have demonstrated that

Sensitivity to Syntactic and Semantic Cues in Good and Poor Comprehenders.

The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or non-advanced organizers; learned or non-learned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition accompanied by ratings of feeling-of-knowing strength. The lack of differences between feeling-of-knowing hits and feeling-of-knowing misses found in other studies was attributed on a statistical basis to population differences. The feeling-of-knowing was not accurate for recall of information; however, it was for recognition. The degree of information storage significantly affected the feeling-of-knowing; sex did not. Finally, advanced organizers facilitated the recognition of information but had no effect on the feeling-of-knowing.