Words, features, and cues: Processing fit to print

Research output: Contribution to journalArticle

Abstract

Word recognition has been taught traditionally through a skills approach. The subskills method of teaching new words is based upon an assumption that individual components such as context clues, phonic analysis and structural analysis, when taught in a systematic fashion, can be later applied by the reader in unlocking unknown words. The feasibility of that assumption is examined and the skills acquisition view is modified through a focus on features and cues which readers note when encountering a variety of text. © 1983 Taylor & Francis Group, LLC.

Original languageEnglish (US)
Pages (from-to)261-268
Number of pages8
JournalReading Psychology
Volume4
Issue number3
DOIs
StatePublished - 1983

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