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Direct linkWheldall, Kevin; Arakelian, Sarah – Australian Journal of Learning Difficulties, 2016
The aim of this study was to compare the York Assessment of Reading for Comprehension (YARC) with the Neale Analysis of Reading Ability (NARA) and other measures of reading and related skills with a sample of older low-progress readers and to provide additional information regarding the validity of the YARC in Australia. The data from an…
Descriptors: Comparative Analysis, Reading Comprehension, Reading Ability, Foreign Countries
Wolf, Maryanne; Ullman-Shade, Catherine; Gottwald, Stephanie – Australian Journal of Learning Difficulties, 2016
This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises--both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader--is…
Descriptors: Reading Skills, Child Development, Brain Hemisphere Functions, Dyslexia
Hersch, Jolyn; Andrews, Sally – Scientific Studies of Reading, 2012
This research investigated whether spelling ability, an index of precise lexical representations, predicts the balance between bottom-up and top-down processing in online sentence processing among skilled readers, over and above contributions of reading ability, vocabulary, and working memory. The results showed that the combination of superior…
Descriptors: Foreign Countries, Spelling, Language Skills, Reading Skills
Peer reviewedFreebody, Peter; Byrne, Brian – Reading Research Quarterly, 1988
Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)
Descriptors: Decoding (Reading), Elementary Education, Grade 2, Grade 3
Hood, Michelle; Conlon, Elizabeth – Dyslexia, 2004
This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgment (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word…
Descriptors: Reading Difficulties, Early Reading, Reading Rate, Grade 1
