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Peer reviewed
Download full textMikaela A. Daries; Tracy N. Bowles – South African Journal of Childhood Education, 2024
Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…
Descriptors: African Languages, Elementary School Students, Phonology, Language Processing
Direct linkGörgen, Ruth; De Simone, Elisabetta; Schulte-Körne, Gerd; Moll, Kristina – Journal of Research in Reading, 2021
Background: The role of morphological awareness for literacy development is non-controversial, but it is likely to depend on the characteristics of a specific orthography. Previous studies analysing the role of morphological awareness are mainly based on English samples; thus, it is unclear how generalisable these results are. In the current…
Descriptors: Predictor Variables, Reading Skills, Spelling, Morphology (Languages)
Pan, Jinger; Liu, Miaomiao; Li, Hong; Yan, Ming – Reading and Writing: An Interdisciplinary Journal, 2021
Word boundary information is not marked explicitly in Chinese sentences and word ambiguity happens in Chinese texts. This introduces difficulty to parse characters into words when reading Chinese sentences, especially for beginning readers. In an eye-tracking study, we tested whether explicit word boundary information as provided by alternating…
Descriptors: Sentences, Reading Processes, Chinese, Ambiguity (Semantics)
Kosanovich, Marcia; Lee, Laurie; Foorman, Barbara – Regional Educational Laboratory Southeast, 2021
Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…
Descriptors: Grade 3, Elementary School Teachers, Family Involvement, Reading Skills
Spaull, Nicholas; Pretorius, Elizabeth; Mohohlwane, Nompumelelo – South African Journal of Childhood Education, 2020
Background: Reading development in agglutinating African languages is a relatively underresearched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this 'comprehension iceberg' in terms of decoding skills. Aim: As a tentative step…
Descriptors: Benchmarking, African Languages, Reading Fluency, Foreign Countries
Coleman, Mari Beth; Fowler, Kristen; Parater, Alexandra Lee; Riley, Marie Jackson; Park, Yujeong; Moore, Tara C. – Journal of Computer Assisted Learning, 2021
Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, "PowerPoint" software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was…
Descriptors: Educational Technology, Technology Uses in Education, Reading Skills, Reading Instruction
Tibi, Sana; Kirby, John R. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method: The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological…
Descriptors: Semitic Languages, Grade 3, Vocabulary, Phonological Awareness
van den Boer, Madelon; de Jong, Peter F. – Scientific Studies of Reading, 2018
Visual attention span (VAS) predicts reading performance over and above phonological skills. Given the growing number of studies that include VAS, it is surprising that indications of the stability of VAS performance and its relation with reading over time have not yet been reported. The current study addressed these important issues. Participants…
Descriptors: Visual Perception, Reading Skills, Grade 3, Grade 4
Dubeck, Margaret M.; Stern, Jonathan M. B.; Nabacwa, Rehemah – RTI International, 2021
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in…
Descriptors: Foreign Countries, Reading Tests, Low Income Groups, Language Usage
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana; Accorti Gamannossi, Beatrice – Reading & Writing Quarterly, 2016
We conducted this prospective cohort study to explore the predictability of dyslexia from 1st-grade literacy skills in Italian students. We followed 407 Italian students in primary school from the 1st through the 3rd grades. Students were diagnosed with dyslexia in the 3rd grade. We retrospectively tested participants' 1st-grade performance in…
Descriptors: Foreign Countries, Dyslexia, Grade 1, Grade 2
Kung, Melody – ProQuest LLC, 2016
There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…
Descriptors: Reading Skills, Minority Group Students, Language Minorities, Asian Americans
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Beyermann, Sandra; Penke, Martina – Reading Psychology, 2014
This article reports a lexical-decision experiment that was conducted to investigate the impact of word stress on visual word recognition in German. Reaction-time latencies and error rates of German readers on different levels of reading proficiency (i.e., third graders and fifth graders from primary school and university students) were compared…
Descriptors: German, Phonology, Pronunciation, Word Recognition
Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah – What Works Clearinghouse, 2016
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
