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Direct linkZhang, Juan; McBride-Chang, Catherine – Developmental Psychology, 2014
A 4-stage developmental model, in which auditory sensitivity is fully mediated by speech perception at both the segmental and suprasegmental levels, which are further related to word reading through their associations with phonological awareness, rapid automatized naming, verbal short-term memory and morphological awareness, was tested with…
Descriptors: Chinese, Native Language, Second Language Learning, Auditory Perception
Rahbari, Noriyeh; Senechal, Monique – Developmental Psychology, 2010
We investigated the reading and spelling development of 140 Persian children attending Grades 1-4 in Iran. Persian has very consistent letter-sound correspondences, but it varies in transparency because 3 of its 6 vowel phonemes are not marked with letters. Persian also varies in spelling consistency because 6 phonemes have more than one…
Descriptors: Spelling, Phonemes, Foreign Countries, Grade 4
Ferrer, Emilio; McArdle, John J.; Shaywitz, Bennett A.; Holahan, John M.; Marchione, Karen; Shaywitz, Sally E. – Developmental Psychology, 2007
The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the…
Descriptors: Intelligence Tests, Student Motivation, Measures (Individuals), Grade 8
