Sentence examples for important for reading from inspiring English sources

In the classroom, mental imagery seems to be especially important for reading comprehension and learning word meanings, and, according to at least to one theory, is a cornerstone for literacy.

Contrasting the results for the two subjects, we see that time-varying family circumstances are relatively more important for reading skills compared to math skills.

This is important evidence because as pointed out before by Chomsky and Halle (1968), it is reasonable to think that morphology would be important for reading in English because of its irregularities concerning grapheme-phoneme mapping.

Based on previous work, Dehaene has argued that one of these areas, at the junction of the left occipital and temporal lobes of the brain, is especially important for reading.

This is relevant because, as previously argued by Chomsky and Halle (1968), in less transparent languages (such as English and French), morphology would be important for reading irregular words (that is, words that do not follow the languages' grapheme-phoneme conversion rules).

Our study was consistent with the view that oral language skills are more important for reading comprehension than for decoding.

The amount of books at home, the time students spend on reading at home and borrowing books from a library are important predictors for reading attitudes for boys and girls, also in a cross-country comparison.

Particularly for younger students, gender is an important predictor for reading attitudes: Girls usually report more positive reading attitudes than boys (Baker and Wigfield 1999; Downing and Leong 1982; Eccles et al. 1993; Kush and Watkins 1996; Logan and Johnston 2009; McKenna et al. 1995; Sainsbury and Schagen 2004; Smith 1990).

The results show both similarities and differences in what appeared to be important predictors for reading comprehension in these two groups of children.

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls).

Don't cut time out of important activities for reading.