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Daucourt, Mia C.; Erbeli, Florina; Little, Callie W.; Haughbrook, Rasheda; Hart, Sara A. – Scientific Studies of Reading, 2020
According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of…
Descriptors: Learning Problems, Attention Deficit Hyperactivity Disorder, Reading Skills, Mathematics Skills
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Steacy, Laura M.; Compton, Donald L.; Petscher, Yaacov; Elliott, James D.; Smith, Kathryn; Rueckl, Jay G.; Sawi, Oliver; Frost, Stephen J.; Pugh, Kenneth R. – Scientific Studies of Reading, 2019
As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers' vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models…
Descriptors: Elementary School Students, Vowels, Context Effect, Pronunciation
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Khelifi, Rachid; Sparrow, Laurent; Casalis, Séverine – Scientific Studies of Reading, 2019
In the present study, the frequency effect was examined specifically in text reading in developing and expert readers. Third graders, fifth graders, and expert readers read the same short text containing high- and low-frequency words while their eye movements were recorded. The frequency effect was observed in temporal and spatial measures of eye…
Descriptors: Eye Movements, Comparative Analysis, Elementary School Students, Grade 3