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Direct linkEdwards, Ashley A.; Schatschneider, Christopher – Scientific Studies of Reading, 2020
Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and…
Descriptors: Reading Rate, Reading Research, Correlation, College Students
Download full textOslund, Eric L.; Hagan-Burke, Shanna; Simmons, Deborah C.; Clemens, Nathan H.; Simmons, Leslie E.; Taylor, Aaron B.; Kwok, Oi-man; Coyne, Michael D. – Journal of Learning Disabilities, 2017
This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…
Descriptors: Predictive Validity, Formative Evaluation, At Risk Students, Kindergarten
Park, Yujeong; Benedict, Amber E.; Brownell, Mary T. – Exceptionality, 2014
The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word…
Descriptors: Factor Structure, Factor Analysis, Phonics, Reading Skills
What Works Clearinghouse, 2013
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30-100 minutes a day, 5 days a week, for 4-16 weeks, includes three series. The "Fast ForWord[R] Language" series…
Descriptors: Reading Programs, Computer Assisted Instruction, Beginning Reading, Alphabets
What Works Clearinghouse, 2010
Project CRISS[R] (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS[R] does not require a change in the curriculum or materials being used in the classroom, but…
Descriptors: Reading Comprehension, Intervention, Reading Fluency, Program Effectiveness
Yesil-Dagli, Ummuhan – Early Childhood Research Quarterly, 2011
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate…
Descriptors: Reading Fluency, Phonological Awareness, Kindergarten, Emergent Literacy
