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Direct linkKim, Ae-Hwa; Kim, Ui Jung; Kim, Jae Chul; Vaughn, Sharon – Learning Disability Quarterly, 2021
The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…
Descriptors: Classification, Korean, Reading Achievement, Elementary School Students
Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs – Developmental Science, 2015
During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…
Descriptors: Beginning Reading, Phonological Awareness, Semantics, Neurological Organization
Reggev, Niv; Hassin, Ran R.; Maril, Anat – Cognition, 2012
Fluency, the subjective experience of ease associated with information processing, has been shown to affect a host of judgments. Previous research has typically focused on specific factors that affect the use of a single, specific fluency source. In the present study we examine how cognitive mindsets, or processing modes, moderate fluency…
Descriptors: Familiarity, Information Processing, Cognitive Processes, Reading Fluency
Lam, Elizabeth A.; McMaster, Kristen L. – Learning Disability Quarterly, 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies
Feifer, Steven G.; Nader, Rebecca Gerhardstein; Flanagan, Dawn P.; Fitzer, Kim R.; Hicks, Kelly – Learning Disabilities: A Multidisciplinary Journal, 2014
The primary purpose of this study was to investigate the various neurocognitive processes concomitant to reading by attempting to identify various subtypes of reading disorders in a referred sample. Participants were 216 elementary school students in grades two through five who were given select subtests of the Woodcock Johnson-III Tests of…
Descriptors: Reading Difficulties, Neurology, Cognitive Processes, Reading Processes
Falth, Linda; Gustafson, Stefan; Tjus, Tomas; Heimann, Mikael; Svensson, Idor – Dyslexia, 2013
The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1…
Descriptors: Intervention, Reading Skills, Reading Difficulties, Decoding (Reading)
Gorsuch, Greta; Taguchi, Etsuo – System: An International Journal of Educational Technology and Applied Linguistics, 2008
Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…
Descriptors: Experimental Groups, Control Groups, Reading Comprehension, Reading Fluency
Bishop, Anne G.; League, Martha B. – Learning Disability Quarterly, 2006
The purpose of this followup study was to determine the long-term predictive validity of theoretically coherent reading measures administered during fall and winter of kindergarten. Seventy-nine children were screened using measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming.…
Descriptors: Reading Difficulties, Reading Fluency, Recognition (Achievement), Reading Achievement
