NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 16 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Reading and Writing: An Interdisciplinary Journal, 2020
This study examined the relationships between writing motivation and written composition performance in Chinese among 388 Chinese children in Grades 3 to 5 in accordance with the framework of self-determination theory. Multiple regression analysis results showed that writing motivation measures (external regulation, introjected regulation,…
Descriptors: Student Motivation, Writing (Composition), Writing Achievement, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Altani, Angeliki; Protopapas, Athanassios; Katopodi, Katerina; Georgiou, George K. – Reading and Writing: An Interdisciplinary Journal, 2020
The serial advantage, defined as the gain in naming rate in the serial over the discrete task of the same content, was examined between grades and types of content in English and Greek. 720 English- and Greek-speaking children from Grades 1, 3, and 5 were tested in rapid naming and reading tasks of different content, including digits, objects,…
Descriptors: Naming, English, Greek, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
McKeown, Debra; FitzPatrick, Erin; Brown, Megan; Brindle, Mary; Owens, Julie; Hendrick, Robert – Reading and Writing: An Interdisciplinary Journal, 2019
Writing allows access to venues often limited by poverty, disabilities, and geography. Promoting writing skills can create bridges to overcome the isolation that often keeps communities from engaging with one another. However, most of the students in the nation's schools are not capable writers and find the persuasive genres challenging. In this…
Descriptors: Urban Schools, Teaching Methods, Intervention, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Rahbari, Noriyeh – Reading and Writing: An Interdisciplinary Journal, 2019
The objective of the present study is to examine the error patterns for Persian reading and spelling when controlling for the complexity level of words. A sample of 140 children attending Grades 1-4 in Iran read and spelled the same words that differed in reading transparency (transparent vs. opaque) and spelling consistency (monographic vs.…
Descriptors: Foreign Countries, Indo European Languages, Error Patterns, Reading Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Troyer, Margaret; Kim, James S.; Hale, Elizabeth; Wantchekon, Kristia A.; Armstrong, Catherine – Reading and Writing: An Interdisciplinary Journal, 2019
Children's motivation to read is a strong predictor of their reading comprehension. However, some recent research has suggested that the relationship between reading motivation and reading comprehension may be mediated through the amount that students read. This study attempts a conceptual replication of several existing models that explore the…
Descriptors: Student Motivation, Grade 3, Grade 4, Grade 5
Peer reviewed Peer reviewed
Direct linkDirect link
Sauval, Karinne; Perre, Laetitia; Casalis, Séverine – Reading and Writing: An Interdisciplinary Journal, 2017
The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and…
Descriptors: Word Recognition, Priming, Grade 3, Grade 5
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie – Reading and Writing: An Interdisciplinary Journal, 2017
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…
Descriptors: Writing Evaluation, Elementary School Students, Grade 3, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Kiuru, Noona; DeLay, Dawn; Laursen, Brett; Burk, William J.; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik – Reading and Writing: An Interdisciplinary Journal, 2017
This longitudinal study from Grades 1 to 4 investigated (a) the extent to which children select peers based on similarity in reading skills and (b) the extent to which children are influenced by the level of their peers' reading skills. The sample consisted of 1003 Finnish children in Grades 1-4, for whom reading fluency and comprehension were…
Descriptors: Longitudinal Studies, Foreign Countries, Grade 1, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Woolpert, Darin – Reading and Writing: An Interdisciplinary Journal, 2016
Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Bilingual Education
Peer reviewed Peer reviewed
Direct linkDirect link
Liebfreund, Meghan D.; Conradi, Kristin – Reading and Writing: An Interdisciplinary Journal, 2016
This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3-5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary…
Descriptors: Elementary School Students, Componential Analysis, Nonfiction, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Fejzo, Anila – Reading and Writing: An Interdisciplinary Journal, 2016
The goal of this study was to explore the relationship between morphological awareness and the spelling of morphemes and morphologically complex words among 75 third- and fourth-grade Francophone students of low socio-economic status. To reach this objective, we administered a dictation comprised of morphologically complex words with prefixes,…
Descriptors: French, Morphemes, Morphology (Languages), Spelling
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Dongbo; Koda, Keiko; Leong, Che Kan – Reading and Writing: An Interdisciplinary Journal, 2016
This longitudinal study examined the contribution of morphological awareness to bilingual word learning of Malay-English bilingual children in Singapore where English is the medium of instruction. Participants took morphological awareness and lexical inference tasks in both English and Malay twice with an interval of about half a year, the first…
Descriptors: Foreign Countries, Morphology (Languages), Bilingual Education, Bilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Asaad, Hanan; Eviatar, Zohar – Reading and Writing: An Interdisciplinary Journal, 2014
We examined the relative contribution of visual abilities, accessibility of letter names, and phonological awareness, to text reading speed and accuracy of Arabic in first, third, and fifth grades. The results revealed that for all levels of skill, phonological awareness contributes significantly to reading accuracy, to the same degree. For…
Descriptors: Semitic Languages, Visual Perception, Alphabets, Phonological Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Pacheco, Andreia; Reis, Alexandra; Araújo, Susana; Inácio, Filomena; Petersson, Karl Magnus; Faísca, Luís – Reading and Writing: An Interdisciplinary Journal, 2014
Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from…
Descriptors: Foreign Countries, Dyslexia, Children, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Kieffer, Michael J.; Vukovic, Rose K. – Reading and Writing: An Interdisciplinary Journal, 2013
This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing…
Descriptors: Early Intervention, Longitudinal Studies, Reading Skills, Elementary School Students
Previous Page | Next Page »
Pages: 1  |  2