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Showing 61 to 72 of 72 results Save | Export
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Senechal, Monique; Basque, Michelle T.; Leclaire, Tina – Journal of Experimental Child Psychology, 2006
The goal of the current research was to assess whether children can make strategic use of morphological relations among words to spell. French-speaking children in Grade 4 spelled three word types: (a) phonological words that had regular phoneme-grapheme correspondences, (b) morphological words that had silent consonant endings for which a…
Descriptors: Spelling, Grade 4, Phonemes, Learning Strategies
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Johnston, Timothy C.; Kirby, John R. – Reading and Writing: An Interdisciplinary Journal, 2006
The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). "Remedial and Special Education 7," 6-10]), and…
Descriptors: Decoding (Reading), Evaluation Methods, Grade 3, Grade 4
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Elbeheri, Gad; Everatt, John – Reading and Writing: An Interdisciplinary Journal, 2007
This paper investigates the relationship between phonological processing and reading ability amongst grade 4 and grade 5 Arabic speaking children in Egypt. In addition to measuring reading level, the study assessed the children's ability to identify rhymes, delete individual phonemes from words, retain and manipulate sequences of digit names and…
Descriptors: Foreign Countries, Economically Disadvantaged, Grade 5, Grade 4
Alonzo, Julie; Liu, Kimy; Tindal, Gerald – Behavioral Research and Teaching, 2007
In this technical report, the authors describe the development and piloting of reading comprehension measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fifth grade. They begin with a brief overview of the two conceptual frameworks underlying the…
Descriptors: Reading Comprehension, Emergent Literacy, Test Construction, Literacy Education
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2007
In this technical report, the authors describe the development alternate forms of three types of early literacy measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying…
Descriptors: Emergent Literacy, Measures (Individuals), Naming, Alphabets
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Bialystok, Ellen; Luk, Gigi; Kwan, Ernest – Scientific Studies of Reading, 2005
Four groups of children in first grade were compared on early literacy tasks. Children in three of the groups were bilingual, each group representing a different combination of language and writing system, and children in the fourth group were monolingual speakers of English. All the bilingual children used both languages daily and were learning…
Descriptors: Grade 1, Written Language, Phonemes, Reading Skills
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Taouka, Miriam; Coltheart, Max – Reading and Writing: An Interdisciplinary Journal, 2004
Semitic writing systems such as that used to write Arabic are unique among st alphabetic writing systems in that in Semitic systems short vowels are represented as diacritics on consonant letters, and not represented at Allin text intended for skilled readers. Arabic is unique here in that the letter used to represent a consonant differs in shape…
Descriptors: Cognitive Processes, Reading Instruction, Reading Skills, Semitic Languages
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Hogan, Tiffany P.; Catts, Hugh W.; Little, Todd D. – Language, Speech, and Hearing Services in Schools, 2005
Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding…
Descriptors: Correlation, Reading Skills, Student Evaluation, Instructional Effectiveness
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Leong, Che Kan; Cheng, Pui Wan; Tan, Li Hai – Reading and Writing: An Interdisciplinary Journal, 2005
This study investigated the effect of phonological sensitivity of two comparable groups of grades 4 and 5 Chinese children, one a Putonghua-speaking group ("n" = 77) from Beijing and the other a Cantonese-speaking group ("n" = 80) from Hong Kong on English and Chinese pseudoword reading. It was hypothesized that the Beijing…
Descriptors: Language Role, Rhyme, Phonemes, Reading
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Harrison, Gina L. – Exceptionality Education Canada, 2005
Spelling strategies were examined based on error analysis and strategy reports for errors and correct spellings for 50 Grade 4 and 5 students with and without spelling difficulties. Based on their own reports, all students possessed a repertoire of effective spelling strategies. Strategy use, however, differed as a function of spelling accuracy…
Descriptors: Grade 4, Grade 5, Reading Difficulties, Memory
Center for the Study of Teaching and Policy, 2003
The situation with regards to reading performance in Washington State is similar to that in many other states. Although student performance in reading has improved somewhat over the past four years, too many students continue to fall below state standards. In response to poor test scores and to the outpouring of research on early reading…
Descriptors: Grade 4, Grade 5, State Standards, Underachievement
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report presents an overview of a reading assessment used by a large school district in the Pacific Northwest. It provides sufficient background information to enable those unfamiliar with the assessment to understand the various subtests that comprise it as well as its development and application in the district for making…
Descriptors: Reading Tests, Educational Assessment, School Districts, Item Response Theory
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