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Direct linkGabriella Reynolds; Krystal L. Werfel; Sarah Hudgins; Stephen Camarata; Fred H. Bess – Exceptional Children, 2024
The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…
Descriptors: Spelling, Error Patterns, Hearing Impairments, Correlation
Alnajashi, Sumyah – Journal of Cognitive Education and Psychology, 2021
This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults…
Descriptors: Computation, Grade 2, Grade 3, Grade 4
de Bree, Elise; van den Boer, Madelon – Reading and Writing: An Interdisciplinary Journal, 2019
Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…
Descriptors: Spelling, Cognitive Processes, Correlation, Phoneme Grapheme Correspondence
Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ – Reading Psychology, 2012
This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…
Descriptors: Reading Comprehension, Reading Fluency, Program Effectiveness, Grade 2
Christ, Theodore J.; Zopluoglu, Cengiz; Monaghen, Barbara D.; Van Norman, Ethan R. – Journal of School Psychology, 2013
Curriculum-Based Measurement of Oral Reading (CBM-R) is used to collect time series data, estimate the rate of student achievement, and evaluate program effectiveness. A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress monitoring…
Descriptors: Reading Skills, Response to Intervention, Curriculum Based Assessment, Oral Reading
Valle, Araceli; Binder, Katherine S.; Walsh, Caitlin B.; Nemier, Carolyn; Bangs, Katheryn E. – School Psychology Review, 2013
The present study explored how average- and high-skilled second-grade
readers (as identified by their Woodcock-Johnson III Test of Academic Achievement Broad Reading scores) differed on behavioral measures of reading related to comprehension: eye movements during silent reading and prosody during oral reading. Results from silent reading implicate…
Descriptors: Eye Movements, Word Frequency, Intonation, Grade 2
