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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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Protopapas, Athanassios; Fakou, Aikaterini; Drakopoulou, Styliani; Skaloumbakas, Christos; Mouzaki, Angeliki – Reading and Writing: An Interdisciplinary Journal, 2013
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate…
Descriptors: Foreign Countries, Spelling, Classification, Error Patterns
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Treiman, Rebecca; Allaith, Zainab – Reading and Writing: An Interdisciplinary Journal, 2013
We tested the idea that the directionality of a person's primary writing system has influences outside the domain of reading and writing, specifically influences on aesthetic preferences. The results of several previous studies suggest that people whose primary writing system goes from left to right prefer pictures of moving and static objects…
Descriptors: Reading Habits, Aesthetics, Preferences, Semitic Languages
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Silva, Silvia Morales; Verhoeven, Ludo; van Leeuwe, Jan – Reading and Writing: An Interdisciplinary Journal, 2011
In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders' reading comprehension results, measured over the course of fifth grade, were related to the…
Descriptors: Foreign Countries, Reading Comprehension, Grade 5, Elementary School Students
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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)
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Rosa, Joao Manuel; Nunes, Terezinha – Reading and Writing: An Interdisciplinary Journal, 2008
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6-9 years). Primes shared the stem…
Descriptors: Spelling, Vowels, Morphemes, Priming
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Fernandes, Sandra; Ventura, Paulo; Querido, Luis; Morais, Jose – Reading and Writing: An Interdisciplinary Journal, 2008
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects, indicating that these children relied on grapheme-phoneme conversion. The lexicality effect found in…
Descriptors: Spelling, Grade 1, Foreign Countries, Written Language