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Direct linkNirmal Ghimire; Kouider Mokhtari – Large-scale Assessments in Education, 2025
Background: Metacognitive reading strategies, such as monitoring and regulating one's reading processes, are critical for enhancing reading comprehension and achievement. However, their effectiveness can vary across different educational contexts and student populations, necessitating flexible instructional approaches. This study examines the…
Descriptors: Metacognition, Reading Strategies, Reading Skills, Reading Achievement
Line Walquist-Sørli; Ømur Caglar-Ryeng; Bjarte Furnes; Trude Nergård-Nilssen; Enrica Donolato; Monica Melby-Lervåg – Journal of Speech, Language, and Hearing Research, 2025
Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their…
Descriptors: Reading Skills, Language Skills, Reading Difficulties, Language Impairments
Bjarte Furnes; Åsa Elwér; Stefan Samuelsson; Rebecca Treiman; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2024
We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading…
Descriptors: Longitudinal Studies, Correlation, Reading Processes, Word Recognition
