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Peer reviewed
Direct linkPreßler, Anna-Lena; Könen, Tanja; Hasselhorn, Marcus; Krajewski, Kristin – Reading and Writing: An Interdisciplinary Journal, 2014
The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset…
Descriptors: Nonverbal Ability, Intelligence, Short Term Memory, Phonological Awareness
Fives, Allyn – Reading Psychology, 2016
The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…
Descriptors: Foreign Countries, Reading Programs, Program Effectiveness, Early Reading
Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko – Learning and Individual Differences, 2013
This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, "kana" letter name/sound knowledge,…
Descriptors: Twins, Preschool Children, Emergent Literacy, Early Reading
Begeny, John C.; Laugle, Kelly M.; Krouse, Hailey E.; Lynn, Amy E.; Tayrose, Michelle P.; Stage, Scott A. – School Psychology Review, 2010
Reading fluency is a critical component of effective reading instruction for students of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally standardized instructional strategies may help address this problem. This study…
Descriptors: Reading Fluency, Early Reading, Reading Programs, Effect Size
Dixon-Krauss, Lisbeth; Januszka, Cynthia M.; Chae, Chan-Ho – Journal of Research in Childhood Education, 2010
This study reports the construction of the Dialogic Reading Inventory (DRI), a tool for assessing a parent and child's storybook reading behaviors. Twenty-three parent-child dyads participated in the study. The Adult-Child Interactive Reading Inventory (DeBruin-Parecki, 1999) items were grouped into four categories and revised to reflect current…
Descriptors: Graduate Students, Test Items, Early Reading, Phonological Awareness
Luk, Gigi; Bialystok, Ellen – Applied Psycholinguistics, 2008
The study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese-English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness…
Descriptors: Early Reading, Phonological Awareness, Factor Analysis, English
