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Sun, Congying; Branum-Martin, Lee; Peng, Peng; Tao, Sha – Scientific Studies of Reading, 2018
The current study examined the construct of word-reading skills within and across English and Chinese. One hundred forty-three 5th graders who were native Chinese (Mandarin) speakers learning English as a second language completed 19 tasks representing phonological awareness, orthographic knowledge, and word decoding in both English and Chinese.…
Descriptors: Phonological Awareness, Orthographic Symbols, Decoding (Reading), Grade 5
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Chen, Jing; Lin, Tzu-Jung; Ku, Yu-Min; Zhang, Jie; O'Connell, Ann – Scientific Studies of Reading, 2018
Concept of word--the awareness of how words differ from nonwords or other linguistic properties--is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and…
Descriptors: Vocabulary Development, Reading Comprehension, Chinese, Grade 5
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Elleman, Amy M.; Steacy, Laura M.; Olinghouse, Natalie G.; Compton, Donald L. – Scientific Studies of Reading, 2017
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to…
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Students, Grade 3
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Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F. – Scientific Studies of Reading, 2017
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…
Descriptors: Correlation, Reading Comprehension, Reading Strategies, Longitudinal Studies
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Sideridis, Georgios D.; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios – Scientific Studies of Reading, 2016
The study explored the moderating role of rapid automatized naming (RAN) in reading achievement through a cusp-catastrophe model grounded on nonlinear dynamic systems theory. Data were obtained from a community sample of 496 second through fourth graders who were followed longitudinally over 2 years and split into 2 random subsamples (validation…
Descriptors: Naming, Reading Processes, Reading Achievement, Grade 2
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Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo – Scientific Studies of Reading, 2016
The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody…
Descriptors: Reading Comprehension, Elementary School Students, Longitudinal Studies, Foreign Countries
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Poulsen, Mads; Gravgaard, Amalie K. D. – Scientific Studies of Reading, 2016
This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence…
Descriptors: Foreign Countries, Public Schools, Elementary School Students, Grade 5
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Cho, Jeung-Ryeul; Chiu, Ming Ming; McBride-Chang, Catherine – Scientific Studies of Reading, 2011
Eighty-one Korean children were tested once a year across Grades 4, 5, and 6 on Korean phonological and morphological awareness, speeded-naming, Hangul word recognition, Hangul spelling, and English word reading. With age, gender, and Korean vocabulary knowledge statistically controlled, both phonological awareness and speeded-naming were uniquely…
Descriptors: Statistical Analysis, Spelling, Phonological Awareness, Word Recognition