Richard L. Venezky

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In reply to Krueger, we address the issues of lowercase versus uppercase letter strings, words versus pseudowords, repeated letters in the test string, descriptions of orthographic structure, similarity effects, apples and oranges, and interactions of age with other variables.
This study examines students conceptions and designs of simple control systems. A framework is presented that characterizes the cognitive models generated by the students for simple opening/closing systems in terms of an increasing differentiation of both structural and functional aspects of the systems: from an undifferentiated general input/output model,(More)
This paper presents further elaboration on the claim that the development of knowledge, skills and cognitive processes is influenced by the demands and constraints presented by available knowledge technologies. From this perspective, cognitive processes are viewed not just as a basic characteristic of mind, but also as a consequence of the interaction(More)
The Educational Testing Service/University of Delaware Science Education project has addressed the challenge of promoting systemic change in science education through the use of instructional assessments. Instructional assessments integrate performance-based assessments with curriculum and instruction at the classroom level. Instructional assessment(More)
Philologists, linguists, and educators have insisted for several centuries that the ideal orthography has a one-to-one correspondence between grapheme and phoneme. Others, however, have suggested deviations for such functions as distinguishing homophones, displaying popular alternative spellings, and retaining morpheme identity. If, indeed, the one-to-one(More)