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Thurston, Allen – International Journal of Disability, Development and Education, 2014
This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…
Descriptors: Visual Impairments, Clinical Diagnosis, Reading Skills, Young Children
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Prior, Suzanne M.; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel; O'Quinn, Chantell; Harvey, Shannon – Literacy Research and Instruction, 2011
The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read…
Descriptors: Reading Comprehension, Silent Reading, Oral Reading, Reading Ability
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Leong, Che Kan – Elementary School Journal, 2009
A sample of 141 Canadian children in grades 3 through 6 wrote to dictation 24 short sentences sampling 90 lexical items representing 10 inflectional morphological categories to study their relation to the written spelling of 40 sight words. The children were encouraged in 3, 30-minute teaching sessions to use multiple strategies of retrieval,…
Descriptors: Sentences, Spelling, Phonemes, Morphology (Languages)
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Georgiou, George K.; Parrila, Rauno; Liao, Chen-Huei – Reading and Writing: An Interdisciplinary Journal, 2008
The objective of this study was to examine how rapid naming speed is related to reading ability across languages that vary in orthographic consistency. Forty English-speaking Canadian children, 40 Greek-speaking Cypriot children, and 40 Chinese-speaking Taiwanese children were administered RAN, reading accuracy, and reading fluency tasks in grade…
Descriptors: Speech Communication, Reading Fluency, Grade 4, Reading Skills
Martin, Michael O., Ed.; Mullis, Ina V. S., Ed. – International Association for the Evaluation of Educational Achievement, 2013
TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…
Descriptors: Student Evaluation, Mathematics Achievement, Science Achievement, Grade 4
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Stringer, Ronald W.; Toplak, Maggie E.; Stanovich, Keith E. – Reading and Writing: An Interdisciplinary Journal, 2004
In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the…
Descriptors: Cognitive Processes, Memory, Reading Ability, Brain