Concepedia

Word Recognition Practice

Word Recognition Practice is an instructional method within reading instruction software designed to systematically develop learners' ability to accurately and fluently identify written words through targeted repetition, explicit feedback, and progressive exposure to increasingly complex lexical forms.

60

Publications

3.1K

Citations

127

Authors

56

Institutions

Publications per year

2017–2026

7

Parents

Publications

60

Brief Report: Vocabulary Acquisition for Children with Autism: Teacher or Computer Instruction

Monique Moore, Sandra L. Calvert · Journal of Autism and Developmental Disorders · 2000 · 373 citations

, , +16

Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension

Betty Ann Levy, Brent Abello, Linda Lysynchuk · Learning Disability Quarterly · 1997 · 175 citations

, , +17

Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification

Mari Beth Coleman, Kathryn Wolff Heller, David F. Cihak et al. · Focus on Autism and Other Developmental Disabilities · 2005 · 163 citations

, , +14

Graphosyllabic Analysis Helps Adolescent Struggling Readers Read and Spell Words

Alpana Bhattacharya, Linnea C. Ehri · Journal of Learning Disabilities · 2004 · 137 citations

, , +16

Effects of a Training Program for Stimulating Skills in Word Analysis in First-Grade Children

Alfred Lie · Reading Research Quarterly · 1991 · 125 citations

, , +17

1–5 of 60

Authors

127

  1. NL
    Nancy L. Miller

    United States Department of Veterans Affairs, United States

    2 publications · 34 citations

    2

    h-index

  2. SJ
    S. Jay Samuels

    University of Minnesota System, United States

    2 publications · 34 citations

    2

    h-index

  3. PE
    Peter Eisenberg

    Georgetown University, United States

    2 publications · 34 citations

    2

    h-index

  4. CA
    Carolyn A. Denton

    The University of Texas Health Science Center at Houston, United States

    2 publications · 49 citations

    2

    h-index

  5. SA
    Stephanie Al Otaiba

    Florida State University, United States

    2 publications · 49 citations

    2

    h-index

1–5 of 127

Institutions

56

  1. McMaster University

    Hamilton, Canada

    2 h-index

    2 publications

    267 citations

  2. University of Illinois Urbana-Champaign

    Urbana, United States

    2 h-index

    3 publications

    84 citations

  3. The University of Texas at Austin

    Austin, United States

    2 h-index

    2 publications

    50 citations

  4. Florida State University

    Tallahassee, United States

    2 h-index

    3 publications

    208 citations

  5. Seattle University

    Seattle, United States

    2 h-index

    3 publications

    203 citations

  6. University of Washington

    Seattle, United States

    2 h-index

    3 publications

    203 citations

  7. McGill University

    Montreal, Canada

    2 h-index

    3 publications

    157 citations

  8. Georgetown University

    Washington, United States

    1 h-index

    2 publications

    746 citations

1–8 of 56

Venues

  1. Journal of Educational Psychology

    3 publications · 158 citations

    3

    h-index

  2. Learning Disability Quarterly

    LDQ · 3 publications · 294 citations

    3

    h-index

  3. Reading Research Quarterly

    RRQ · 3 publications · 255 citations

    3

    h-index

  4. Journal of Research in Reading

    2 publications · 61 citations

    2

    h-index

  5. Journal of Applied Behavior Analysis

    JABA · 2 publications · 133 citations

    2

    h-index

1–5