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Yang, Yang; Zuo, Zhentao; Tam, Fred; Graham, Simon J.; Li, Junjun; Ji, Yuzhu; Meng, Zelong; Gu, Chanyuan; Bi, Hong-Yan; Ou, Jian; Xu, Min – Developmental Science, 2022
Abundant behavioral studies have demonstrated high comorbidity of reading and handwriting difficulties in developmental dyslexia (DD), a neurological condition characterized by unexpectedly low reading ability despite adequate nonverbal intelligence and typical schooling. The neural correlates of handwriting deficits remain largely unknown;…
Descriptors: Foreign Countries, Brain, Cognitive Processes, Handwriting
McCrudden, Matthew T.; Kulikowich, Jonna M.; Lyu, Bailing; Huynh, Linh – Journal of Educational Psychology, 2022
In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts…
Descriptors: Undergraduate Students, Learning Processes, Reading Skills, Reading Comprehension
Canbulat, Tuncay; Ilhan, Elif; Olgun Baytas, Müge – International Online Journal of Primary Education, 2022
The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and…
Descriptors: Literacy, Parents, Reading Skills, COVID-19
Hajovsky, Daniel B.; Maki, Kathrin E.; Chesnut, Steven R.; Barrett, Courtenay A.; Burns, Matthew K. – Learning Disabilities Research & Practice, 2022
This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams' (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension,…
Descriptors: Learning Disabilities, Disability Identification, Response to Intervention, Cognitive Tests
Mihaylova, Milena Slavcheva; Bocheva, Nadejda Bogdanova; Stefanova, Miroslava Dimitrova; Genova, Bilyana Zaharieva; Totev, Tsvetalin Totev; Racheva, Kalina Ivanova; Shtereva, Katerina Atanasova; Staykova, Svetla Nikolaeva – Autism & Developmental Language Impairments, 2022
Background and aims: Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions…
Descriptors: Visual Perception, Reading Processes, Developmental Disabilities, Attention Deficit Hyperactivity Disorder
Daries, Mikaela A.; Bowles, Tracy N.; Schaefer, Maxine N. – Reading & Writing: Journal of the Literacy Association of South Africa, 2022
Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa. Objectives: Through the use of an initial exploratory study and a conceptual…
Descriptors: African Languages, Reading Skills, Phonological Awareness, Spelling
Miller, Gabrielle J.; Lewis, Barbara A. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The primary aim of this study was to compare decoding and literacyrelated skills of children with suspected childhood apraxia of speech (sCAS) to children with reading disorders (RD) and no history of speech sound disorder (RD-no SSD) to determine if the groups differ in decoding and the endophenotypes that contribute to RD. We also…
Descriptors: Reading Skills, Speech Impairments, Reading Difficulties, Decoding (Reading)
Vasalou, Asimina; Vezzoli, Yvonne; Joye, Nelly; Sumner, Emma; Benton, Laura; Herbert, Elisabeth; Gan, Liping – Journal of Research in Reading, 2022
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry…
Descriptors: Elementary School Teachers, Professional Development, Educational Technology, Literacy
Janurik, Márta; Surján, Noémi; Józsa, Krisztián – Journal of Intelligence, 2022
A wide range of evidence has demonstrated the impact of music learning on phonological awareness and the development of reading. Music reading, its relationship with linguistic abilities and reading skills are all highly researched areas. However, limited information is available regarding the relationship between early text reading and early…
Descriptors: Reading Skills, Grade 1, Elementary School Students, Phonological Awareness
Armstrong, Anne; Insua, Glenda M.; Lantz, Catherine – portal: Libraries and the Academy, 2022
Although information literacy instruction seldom addresses academic reading, strong reading skills are paramount to successful research. This study aims to explore faculty perspectives on first-year students' reading behaviors and to discover their perceptions of prevalent challenges to student reading as well as interventions used to teach…
Descriptors: College Freshmen, Reading Habits, Constructivism (Learning), College Faculty
Layes, Smail; Guendouz, Mahmoud; Lalonde, Robert; Rebai, Mohamed – International Journal of Disability, Development and Education, 2022
We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean…
Descriptors: Phonological Awareness, Training, Program Effectiveness, Reading Skills
Hadianto, Daris; S. Damaianti, Vismaia; Mulyati, Yeti; Sastromiharjo, Andoyo – Cogent Education, 2022
While research exists on literacy focused on children in formal school, there is little evidence of how adult literacy is depicted in social practice from the perspective of what adults do in daily life. This study investigates the effectiveness of literacy teaching design integrating local culture discourse and practice to enhance the reading…
Descriptors: Instructional Effectiveness, Literacy Education, Place Based Education, Reading Skills
Jõgi, Anna-Liisa; Pakarinen, Eija; Tolvanen, Asko; Lerkkanen, Marja-Kristiina – School Mental Health, 2022
An awareness of school-related antecedents of children's physiological stress at the beginning of school helps educators to prevent and mitigate children's stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students' salivary cortisol…
Descriptors: Reading Skills, Interpersonal Competence, Grade 1, Elementary School Students
Yalcin, Seher – Research Papers in Education, 2022
This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment…
Descriptors: Literacy, Reading Skills, Educational Attainment, Adults
Colognesi, Stéphane; Gouin, Josée-Anne – Research Papers in Education, 2022
While some research has highlighted how teachers prepare their course materials, little is known about how future teachers design support for their students, and thus plan and anticipate what can and will happen in the classroom. We have therefore sought to investigate whether identifiable learner profiles emerge when regular primary school…
Descriptors: Elementary School Students, Individualized Instruction, Classification, Profiles