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Direct linkGutiérrez, Nuria; Rigobon, Valeria M.; Marencin, Nancy C.; Edwards, Ashley A.; Steacy, Laura M.; Compton, Donald L. – Scientific Studies of Reading, 2023
Purpose: Fourth grade typically involves shifting the instruction from "learning to read" to "reading to learn," which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and…
Descriptors: Elementary School Students, Grade 1, Grade 4, Models
Download full textKim, Young-Suk Grace – Journal of Learning Disabilities, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
Kim, Young-Suk Grace – Grantee Submission, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
Kearns, Devin M.; Steacy, Laura M.; Compton, Donald L.; Gilbert, Jennifer K.; Goodwin, Amanda P.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Learning Disabilities, 2016
Comprehensive models of derived polymorphemic word recognition skill in developing readers, with an emphasis on children with reading difficulty (RD), have not been developed. The purpose of the present study was to model individual differences in polymorphemic word recognition ability at the item level among 5th-grade children (N = 173)…
Descriptors: Word Recognition, Reading Difficulties, Individual Differences, Grade 5
Furnes, Bjarte; Samuelsson, Stefan – Learning and Individual Differences, 2011
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Word Recognition
Lemons, Christopher J.; Key, Alexandra P. F.; Fuchs, Douglas; Yoder, Paul J.; Fuchs, Lynn S.; Compton, Donald L.; Williams, Susan M.; Bouton, Bobette – Learning and Individual Differences, 2010
The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade…
Descriptors: Reading Strategies, Diagnostic Tests, Reading Skills, Task Analysis
Ebert, Ashlee A. – ProQuest LLC, 2009
Ehri's developmental model of word recognition outlines early reading development that spans from the use of logos to advanced knowledge of oral and written language to read words. Henderson's developmental spelling theory presents stages of word knowledge that progress in a similar manner to Ehri's phases. The purpose of this research study was…
Descriptors: Early Reading, Written Language, Word Recognition, Grade 1
Roberts, Jeannie Ellen – ProQuest LLC, 2010
This program evaluation of The Instant Word Notebook was conducted by two educators who created an instructional tool to teach and assess the most frequently occurring words in written text, commonly known as Instant Words. In an effort to increase the reading scores of first and second grade students, teachers were instructed to teach Instant…
Descriptors: Achievement Gap, Feedback (Response), Educational Strategies, Control Groups
Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M. – Guilford Publications, 2010
This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…
Descriptors: Educational Strategies, Reading Difficulties, Early Intervention, Oral Language
Schwanenflugel, Paula J.; Morris, Robin D.; Kuhn, Melanie R.; Strauss, Gregory P.; Sieczko, Jennifer M. – Reading and Writing: An Interdisciplinary Journal, 2008
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme-phoneme correspondence (GPC) units and highly…
Descriptors: Rhyme, Grade 3, Reading Skills, Grade 1
Schwanenflugel, Paula J.; Meisinger, Elizabeth B.; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Strauss, Gregory P.; Morris, Robin D. – Reading Research Quarterly, 2006
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade…
Descriptors: Reading Ability, Reading Fluency, Elementary Education, Reading Skills
