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Direct linkSegal, Aviva; Martin-Chang, Sandra – Journal of Research in Reading, 2019
Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods:…
Descriptors: Parent Child Relationship, Intelligence Tests, Verbal Ability, Vocabulary
Burt, Jennifer S.; Heffernan, Maree E. – Journal of Research in Reading, 2012
The dual-route model of reading proposes distinct lexical and sub-lexical procedures for word reading and spelling. Lexically reliant and sub-lexically reliant reader subgroups were selected from 78 university students on the basis of their performance on lexical (orthographic) and sub-lexical (phonological) choice tests, and on irregular and…
Descriptors: Foreign Countries, College Students, Reading, Phonological Awareness
Masterson, Jackie; Laxon, Veronica; Carnegie, Emma; Wright, Sheila; Horslen, Janice – Journal of Research in Reading, 2005
Previous research has established that the degree of "wordlikeness" of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density,…
Descriptors: Phonemes, Young Children, Recall (Psychology), Phonology
