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Morgan Boyd; Karrie E. Godwin; Emma Gurchiek; Anna V. Fisher; Cassondra M. Eng – Grantee Submission, 2022
Learning to read is a critical skill; yet only a small portion of children in the United States are reading at or above grade level. Attention is one crucial process that affects the acquisition of reading skills. The process involves selectively choosing task relevant information and requires monitoring competing demands. Many books for beginning…
Descriptors: Reading Skills, Beginning Reading, Electronic Books, Illustrations
Georgiou, George K.; Kushnir, Greg; Parrila, Rauno – Alberta Journal of Educational Research, 2020
Literacy is the most important skill children are required to master during their early school life. At the same time, much has been written about both the inadequate preparation of teachers to teach reading and the ever-increasing number of poor readers in our schools. In this study, we examined teachers' perceptions of the factors that have…
Descriptors: Literacy Education, Educational Improvement, School Effectiveness, Reading Skills
Grotlüschen, Anke; Nienkemper, Barbara; Duncker-Euringer, Caroline – International Review of Education, 2020
Among the United Nations' 17 Sustainable Development Goals (SDGs) launched in 2015, the fourth goal (SDG 4) is dedicated to education, and one of the ten targets within that goal specifically addresses adult literacy and numeracy skills. Efforts to reach this target involve monitoring, which in turn involves assessment. The most powerful…
Descriptors: International Assessment, Reading Tests, Reading Achievement, Reading Skills
Rigney, Alexander M.; Hixson, Michael D.; Drevon, Daniel D. – Journal of Behavioral Education, 2020
Reading is a crucial skill for students to develop, not only as they enter school but also as they continue throughout K-12 education. Computer-assisted instruction (CAI) is one means of providing supplemental support for students to build the foundational key areas of reading--so they can use reading to learn in later schooling years. One such…
Descriptors: Computer Assisted Instruction, Reading Instruction, Instructional Effectiveness, Educational Research
Pan, Dora Jue; Lin, Dan – Language Learning, 2023
In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations…
Descriptors: Chinese, Reading Comprehension, Kindergarten, Preschool Children
Viesel-Nordmeyer, Nurit; Reuber, Julia; Kuhn, Jörg-Tobias; Moll, Kristina; Holling, Heinz; Dobel, Christian – Educational Psychology Review, 2023
The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…
Descriptors: Student Characteristics, Comorbidity, Reading Difficulties, Learning Problems
Gan, Yan; Zhang, Jie; Kharabi-Yamato, Lana; Su, Yongqiang; Zhang, Jiawen; Jiang, Yueyao; Hui, Yi; Li, Hong – Scientific Studies of Reading, 2023
Purpose: This 2-year longitudinal study examined the unique prediction of a dynamic assessment (DA) of character decoding on Chinese early reading development, and further explored whether learning potential, as assessed by DA, predicts subsequent character reading development in a sample of 135 native Mandarin-speaking Chinese students from first…
Descriptors: Foreign Countries, Reading Skills, Reading Instruction, Grade 1
Conica, Mirela; Nixon, Elizabeth; Quigley, Jean – Developmental Psychology, 2023
This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland.…
Descriptors: Family Literacy, Family Environment, Numeracy, Preschool Children
Cole, Alissa M.; Chan, Elizabeth S. M.; Gaye, Fatou; Spiegel, Jamie A.; Soto, Elia F.; Kofler, Michael J. – Journal of Educational Psychology, 2023
The "simple view of reading" is an influential model of reading comprehension that asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these…
Descriptors: Reading Difficulties, Attention Deficit Hyperactivity Disorder, At Risk Students, Children
Ünal, Zehra E.; Greene, Nathaniel R.; Lin, Xin; Geary, David C. – Educational Psychology Review, 2023
Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression…
Descriptors: Correlation, Reading Achievement, Mathematics Achievement, Meta Analysis
Liu, Sisi; Xu, Zhengye; Liu, Duo – Journal of Research in Reading, 2023
Background: Visual-spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention. Method: One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of…
Descriptors: Foreign Countries, Grade 1, Elementary School Students, Word Recognition
Florit, Elena; De Carli, Pietro; Lavelli, Manuela; Mason, Lucia – Journal of Computer Assisted Learning, 2023
Background: Text comprehension research in relation to the reading medium showed that digital-based reading represents a disadvantage compared with paper-based reading. Most paper versus screen research; however, was conducted with university students. Objectives: This study investigated the contribution of reading medium to text comprehension and…
Descriptors: Electronic Publishing, Printed Materials, Beginning Reading, Reading Comprehension
Asadi, Ibrahim A.; Asli-Badarneh, Abeer; Janaideh, Redab Al; Khateb, Asaid – Reading and Writing: An Interdisciplinary Journal, 2023
This study investigated the strength of lexical and non-lexical processing among Arabic (L1) English (L3)-speaking children (fourth and fifth grades, N = 532) in two writing systems that vary in terms of transparency. Children were assessed using word reading, phonological and vocabulary measures. In Arabic, the study focused on standard form.…
Descriptors: Arabic, English (Second Language), Language Processing, Grade 4
Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin – Intervention in School and Clinic, 2023
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…
Descriptors: Phonics, Intervention, Instructional Effectiveness, Reading Skills
Damsgaard, Linn; Nielsen, Anne-Mette Veber; Topor, Marta Katarzyna; Hansen, Rasmus Ahmt; Jensen, Søren Kildahl; Markers, Rebekka Laessøe; Gejl, Anne Kaer; Malling, Anne Sofie Bøgh; Wienecke, Jacob – Educational Psychology Review, 2023
The study aimed to investigate the effect of embodied learning on children's literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular…
Descriptors: Phoneme Grapheme Correspondence, At Risk Students, Grade 1, Elementary School Students