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Download full textSmail Layes; Kamel Layes – Arab Journal of Applied Linguistics, 2023
The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…
Descriptors: Phonology, Language Processing, Reading Processes, Phonological Awareness
Direct linkPhilip Capin; Sandra L. Gillam; Anna-Maria Fall; Gregory Roberts; Jordan T. Dille; Ronald B. Gillam – Grantee Submission, 2022
This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…
Descriptors: Reading Difficulties, Severity (of Disability), Listening Comprehension, Oral Language
Juhasz, Barbara J.; Yap, Melvin J.; Raoul, Akila; Kaye, Micaela – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Word frequency is an important predictor of lexical-decision task performance. The current study further examined the role of this variable by exploring the influence of frequency trajectory. Frequency trajectory is measured by how often a word occurs in childhood relative to adulthood. Past research on the role of this variable in word…
Descriptors: Word Frequency, Predictor Variables, Grade 1, College Students
Maionchi-Pino, Norbert; Magnan, Annie; Ecalle, Jean – Journal of Applied Developmental Psychology, 2010
This study investigates the syllable's role in the normal reading acquisition of French children at three grade levels (1st, 3rd, and 5th), using a modified version of Cole, Magnan, and Grainger's (1999) paradigm. We focused on the effects of syllable frequency and word frequency. The results suggest that from the first to third years of reading…
Descriptors: Syllables, Phonemes, Word Recognition, Grade 5
Gray, Audra; McCutchen, Deborah – Journal of Learning Disabilities, 2006
In this study, we explored the relationship between beginning readers' phonological awareness and other aspects of phonological processing, specifically as manifested in short-term memory and comprehension tasks. The theoretical questions underlying the study were (a) what roles phonological processes play in children's beginning reading, from…
Descriptors: Beginning Reading, Short Term Memory, Sentences, Reading Skills
A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds
Chiappe, Penny; Siegel, Linda S. – Elementary School Journal, 2006
This study examined the development of reading and reading-related skills for native and nonnative speakers of English through the first and second grades. Tasks assessing reading, phonological, and language processing were administered to 36 native English speakers (NS) and 38 children who spoke English as a second language (ELL). Both ELL and NS…
Descriptors: Recognition (Achievement), Language Processing, Word Recognition, Reading Skills
