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Treutlein, Anke; Schöler, Hermann; Landerl, Karin – Reading and Writing: An Interdisciplinary Journal, 2017
This study investigated whether German learners of English as a foreign language (EFL) acquire additional recoding strategies that they do not need for recoding in the consistent German orthography. Based on the psycholinguistic grain size theory (Ziegler & Goswami, 2005) we expected students with little experience in EFL to use the same…
Descriptors: Second Language Learning, English Language Learners, Reading Strategies, Orthographic Symbols
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Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy K.; Capin, Philip; Stewart, Alicia A.; Austin, Christy R. – Reading and Writing: An Interdisciplinary Journal, 2017
Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…
Descriptors: Reading Instruction, Evidence Based Practice, Outcomes of Education, Elementary School Students
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Khateb, Asaid; Khateb-Abdelgani, Manal; Taha, Haitham Y.; Ibrahim, Raphiq – Reading and Writing: An Interdisciplinary Journal, 2014
This study aimed at assessing the effects of letters' connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and…
Descriptors: Semitic Languages, Orthographic Symbols, Word Recognition, Elementary School Students
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Sparks, Richard L.; Patton, Jon; Murdoch, Amy – Reading and Writing: An Interdisciplinary Journal, 2014
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and…
Descriptors: Grade 1, Elementary School Students, Reading Comprehension, Spelling
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Negro, Isabelle; Bonnotte, Isabelle; Lété, Bernard – Reading and Writing: An Interdisciplinary Journal, 2014
The purpose of this research was to understand better how morphemic units are encoded and auto-organised in memory and how they are accessed during writing. We hypothesised that the activation of morphemic units would not depend on rule-based learning during primary school but would be determined by frequency-based learning, which is a process…
Descriptors: Morphemes, Grammar, French, Spelling
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Kemp, Nenagh; Wood, Clare; Waldron, Sam – Reading and Writing: An Interdisciplinary Journal, 2014
There is concern that the violations of conventional grammar (both accidental and deliberate) often seen in text messages (e.g., "hi [smiley face emoticon] how is ya?!!") could lead to difficulty in learning or remembering formal grammatical conventions. We examined whether the grammatical violations made by 244 British children,…
Descriptors: Grammar, Telecommunications, Children, Adolescents
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Georgiou, George K.; Papadopoulos, Timothy C.; Kaizer, Eleni L. – Reading and Writing: An Interdisciplinary Journal, 2014
The present 10-year longitudinal study examined how rapid automatized naming (RAN) components--articulation time and pause time--relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word…
Descriptors: Foreign Countries, Naming, Reading, Reading Fluency
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Troia, Gary A.; Harbaugh, Allen G.; Shankland, Rebecca K.; Wolbers, Kimberly A.; Lawrence, Ann M. – Reading and Writing: An Interdisciplinary Journal, 2013
A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student…
Descriptors: Student Characteristics, Student Motivation, Path Analysis, Rating Scales
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Weiss, Silvana; Grabner, Roland H.; Kargl, Reinhard; Purgstaller, Christian; Fink, Andreas – Reading and Writing: An Interdisciplinary Journal, 2010
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children with an untrained control group of 34 children matched for age, sex, and intelligence. All…
Descriptors: Reading Difficulties, Spelling, Reading Skills, Morphology (Languages)