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Direct linkNagler, Telse; Zaric, Jelena; Kachisi, Fenke; Lindberg, Sven; Ehm, Jan-Henning – Annals of Dyslexia, 2021
Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic…
Descriptors: Reading Difficulties, Children, Reading Comprehension, Naming
Huschka, Sina S.; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus – Reading and Writing: An Interdisciplinary Journal, 2021
We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten,…
Descriptors: Reading Fluency, Reading Comprehension, German, Kindergarten
Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2016
The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…
Descriptors: Correlation, Elementary School Students, Attention Deficit Hyperactivity Disorder, Individual Differences
