NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)5
Since 2006 (last 20 years)5
Descriptor
Intelligence Tests6
Spelling6
Foreign Countries5
Elementary School Students4
Grade 24
Achievement Tests3
Comparative Analysis3
Nonverbal Ability3
Phonological Awareness3
Reading Comprehension3
Verbal Ability3
Vocabulary3
At Risk Students2
Error Patterns2
Grade 12
Intervention2
Language Acquisition2
Phoneme Grapheme…2
Pretests Posttests2
Reading Fluency2
Reading Instruction2
Reading Programs2
Reading Skills2
Reading Tests2
Sentences2
More ▼
Source
Scientific Studies of Reading2
Child Language Teaching and…1
Journal of Educational…1
Journal of International…1
Author
Parrila, Rauno3
Georgiou, George2
Maiorino, Kristina2
Savage, Robert2
Benevides, Tina1
Burgos, Giovani1
Burnham, Brian1
Chapleau, Nathalie1
Corkett, Julie K.1
Dunn, Kristy1
Gagné, Andréanne1
Georgiou, George K.1
Godin, Marie-Pier1
Inoue, Tomohiro1
Manolitsis, George1
More ▼
Publication Type
Journal Articles5
Reports - Research5
Education Level
Elementary Education4
Early Childhood Education3
Grade 23
Primary Education3
Grade 12
Grade 31
Grade 61
Intermediate Grades1
Middle Schools1
Audience
Location
Canada6
Greece1
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary…3
Test of Nonverbal Intelligence2
Woodcock Johnson Tests of…2
Clinical Evaluation of…1
Dynamic Indicators of Basic…1
Stanford Diagnostic Reading…1
Wechsler Individual…1
Wechsler Intelligence Scale…1
Wide Range Achievement Test1
Woodcock Johnson Psycho…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students
Peer reviewed Peer reviewed
Direct linkDirect link
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina; Dunn, Kristy; Burgos, Giovani – Scientific Studies of Reading, 2020
We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…
Descriptors: Grade 2, Elementary School Students, At Risk Students, Teaching Methods
Spelling Acquisition in French Children with Developmental Language Disorder: An Analysis of Spelling Error Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Godin, Marie-Pier; Gagné, Andréanne; Chapleau, Nathalie – Child Language Teaching and Therapy, 2018
The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD)…
Descriptors: Spelling, French, Language Acquisition, Error Patterns
Are Morphological Awareness and Literacy Skills Reciprocally Related? Evidence from a Cross-Linguistic Study
Peer reviewed Peer reviewed
Direct linkDirect link
Manolitsis, George; Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno – Journal of Educational Psychology, 2019
We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and…
Descriptors: Correlation, Metalinguistics, Reading Skills, Spelling
iPad versus Handwriting: Pilot Study Exploring the Writing Abilities of Students with Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Corkett, Julie K.; Benevides, Tina – Journal of International Special Needs Education, 2016
Written expression is an essential skill to actively function in today's society. For many learners, especially those with a learning disability (LD), writing can be a source of frustration. Technology in its various forms, holds promise to assist students in this area. The current study examines the role that tablet technology, specifically,…
Descriptors: Writing (Composition), Handheld Devices, Learning Disabilities, Handwriting
Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
Reading, Spelling, and Mathematics Achievement of Grade 2 Pupils in Open Plan and Architecturally Conventional Schools. Studies of Open Education No. 6.
PDF on ERIC Download full text
Burnham, Brian – 1973
To assess the educational effectiveness of open plan schools, a standardized test of reading, spelling, and mathematics achievement was administered to grade 2 pupils in two open plan and ten conventionally constructed schools. Scores on all three measures, plus the average attained scores on an academic ability test, were not significantly…
Descriptors: Academic Achievement, Comparative Analysis, Educational Facilities Design, Elementary Education