The Use of Context Cues in Reading (page 3)

By — LD Online
Updated on Apr 11, 2011

Examples of sources

Peer-reviewed journal articles:

Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2001). Does success in the Reading Recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading, 5, 141-176.

Fukkink, R. G., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68, 450-469.

Jenkins, J. R., Matlock, B., & Slocum, T. A. (1989). Two approaches to vocabulary instruction: The teaching of individual word meanings and practice in deriving word meaning from context. Reading Research Quarterly, 24, 215-235.

Kuhn, M., & Stahl, S. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, 119-138.

Stanovich, K., & Stanovich, P. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading,18, 87-105.

Stanovich, K. E., West, R. F., & Feeman, D. J. (1981). A longitudinal study of sentence context effects in second-grade children: Tests of an interactive-compensatory model. Journal of Experimental Child Psychology, 32, 185-199.

Other helpful sources:

Adams, M. J. (1998). The three-cueing system. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues in teaching and learning (pp. 73-99). New York: Guilford Press.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.

Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.

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