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Direct linkBonifacci, Paola; Lombardo, Giuseppina; Pedrinazzi, Jessica; Terracina, Francesco; Palladino, Paola – Reading & Writing Quarterly, 2020
This study compared language minority bilingual (LMB) second graders with two groups of monolingual peers (with comparable low SES or with high SES) in a set of literacy skills (reading fluency, spelling, reading and oral comprehension) tested in the target school language (L2 for bilinguals). The aim was to disentangle the roles of bilingualism…
Descriptors: Bilingual Students, Grade 2, Elementary School Students, Monolingualism
Di Blasi, F. D.; Buono, S.; Cantagallo, C.; Di Filippo, G.; Zoccolotti, P. – Journal of Intellectual Disability Research, 2019
Background: Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter-individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters…
Descriptors: Reading Skills, Children, Mild Intellectual Disability, Elementary School Students
Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Gamannossi, Beatrice Accorti; Canneti, Laura – Reading and Writing: An Interdisciplinary Journal, 2015
The present study examined the relationship between reading (i.e., rapidity and accuracy) and writing competences (i.e., fluency, accuracy, and composition skills) of Italian children in the first and second grade. The performance of seventy-five children was longitudinally assessed over a 2-year period. Results demonstrated that reading and…
Descriptors: Reading Skills, Writing Skills, Reading Fluency, Grade 1
