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Direct linkTorppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
van Otterloo, Sandra G.; van der Leij, Aryan – Annals of Dyslexia, 2009
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small…
Descriptors: Intervention, Phonemes, Dyslexia, Foreign Countries
Vloedgraven, Judith M. T.; Verhoeven, Ludo – Annals of Dyslexia, 2007
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory…
Descriptors: Phonemes, Phonology, Screening Tests, Factor Analysis
Wood, Frank B.; Hill, Deborah F.; Meyer, Marianne S.; Flowers, D. Lynn – Annals of Dyslexia, 2005
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N = 220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and…
Descriptors: Predictive Measurement, Reading Fluency, Predictor Variables, Grade 1
Peer reviewedGeva, Esther; Yaghoubzadeh, Zoreh; Schuster, Barbara – Annals of Dyslexia, 2000
Two-cohorts of Grade 1 English as a Second Language (ESL) (n=200) and English as a First Language (EL1) (n=70) children were followed for two years. By considering differences in phonological awareness and rapid naming, it was possible to predict variance on word recognition performance six months and one year later. (Contains references.)…
Descriptors: Elementary Education, English (Second Language), Grade 1, Phoneme Grapheme Correspondence
Peer reviewedCompton, Donald L. – Annals of Dyslexia, 2000
A study investigated predictors of individual differences in responsiveness to word reading instruction in 55 typical first-graders and 41 identified as at-risk. A combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. Growth modeling increased reading…
Descriptors: Beginning Reading, Elementary Education, Grade 1, High Risk Students
Peer reviewedJoshi, R. Malatesha; Dahlgren, Mary; Boulware-Gooden, Regina – Annals of Dyslexia, 2002
Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Grade 1
