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Wei, Yan; Spear-Swerling, Louise; Mercurio, Mia – Intervention in School and Clinic, 2021
Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a…
Descriptors: Student Motivation, Learning Disabilities, Reading Motivation, Reading Difficulties
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McHardy, Janet; Chapman, Elaine; O'Neill, Marnie – Adult Education Quarterly: A Journal of Research and Theory, 2021
Less-skilled adult readers have been found to be limited in their awareness and use of effective reading strategies. In this study, we aimed to (a) identify the strategies used by less-skilled adult readers that best predict word reading performance on standardized reading tests and (b) identify the word reading strategies that less-skilled adult…
Descriptors: Reading Difficulties, Reading Strategies, Adults, Reading Achievement
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Pollack, Marney S.; Shelton, Alexandra; Clancy, Erin; Lemons, Christopher J. – Intervention in School and Clinic, 2021
Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify…
Descriptors: Literacy Education, Reading Instruction, Reading Improvement, Reading Comprehension
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Fazio, Denise; Ferrari, Livia; Testa, Silvia; Tamburrelli, Federica; Marra, Emma; Biancardi, Marta; Palladino, Paola; Marzocchi, Gian Marco – British Journal of Educational Psychology, 2021
Background: Children with dyslexia often show second-language reading and writing difficulties, but the cognitive mechanisms connected to this impairment need to be clarified. Aims: The present study examined the neuropsychological mechanisms underlying learning English as a foreign language in 4th- to the 8th-grade Italian students showing…
Descriptors: Foreign Countries, Dyslexia, Second Language Learning, English (Second Language)
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Ok, Min Wook; Haggerty, Natalie; Whaley, Angeline – Reading & Writing Quarterly, 2021
This single case design study examined the effects of video modeling (VM) using an augmented reality iPad application on improving phonics skills of first-grade students who struggle with reading. Results indicated that all students made significant growth in their phonics performance and maintained the intervention gains for 5 weeks following the…
Descriptors: Instructional Effectiveness, Reading Instruction, Direct Instruction, Video Technology
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Malins, Jeffrey G.; Landi, Nicole; Ryherd, Kayleigh; Frijters, Jan C.; Magnuson, James S.; Rueckl, Jay G.; Pugh, Kenneth R.; Sevcik, Rose; Morris, Robin – Developmental Science, 2021
Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD.…
Descriptors: Learning Disabilities, Comparative Analysis, Vocabulary Development, Reading Comprehension
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Greeley, Brian; Weber, Rachel C.; Denyer, Ronan; Ferris, Jennifer K.; Rubino, Cristina; White, Katherine; Boyd, Lara A. – Developmental Science, 2021
Reading is a critical neurodevelopmental skill for school-aged children, which requires a distributed network of brain regions including the cerebellum. However, we do not know how functional connectivity between the cerebellum and other brain regions contributes to reading. Here we used resting-state functional connectivity to understand the…
Descriptors: Reading Processes, Brain Hemisphere Functions, Decoding (Reading), Reading Rate
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Pickard, Amy – Journal of Literacy Research, 2021
Federal accountability policies requiring rapid, measurable outcomes have increasingly shaped the nature and type of public literacy services available to adults. However, little empirical research has explored the impact of accountability policies on program practice in adult basic education, and almost no research has focused on the effect on…
Descriptors: Accountability, Adult Basic Education, Reading Difficulties, Educational Policy
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van Rijthoven, Robin; Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo – Reading & Writing Quarterly, 2021
We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…
Descriptors: Spelling, Phonics, Intervention, Dyslexia
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Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli – Grantee Submission, 2021
Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and…
Descriptors: Reading Comprehension, Reading Tests, Language Skills, Reading Difficulties
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Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus – Reading Research Quarterly, 2021
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving;…
Descriptors: Phonological Awareness, Reading Processes, Cognitive Processes, Elementary School Students
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Cistola, Giorgia; Farrús, Mireia; van der Meulen, Ineke – International Journal of Language & Communication Disorders, 2021
Background: People with aphasia (PWA) frequently present impairments in reading comprehension. Such impairments can be particularly debilitating due to the limitations and constraints they impose on everyday life. Recent technological advancements in the field of information and communication technologies offer many compensative tools for PWA.…
Descriptors: Aphasia, Reading Difficulties, Reading Comprehension, Assistive Technology
Vaughn, Sharon; Fletcher, Jack M. – American Educator, 2021
The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit,…
Descriptors: Identification, Reading Difficulties, Reading Instruction, Response to Intervention
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Harmey, Sinéad – Education 3-13, 2021
Learning to read is an expectation rather than an exception in society today. Despite this, some children experience reading difficulties. The purpose of this article is to review recent and seminal research on reading difficulties through the lenses of three perspectives: cognitive, social and cultural and interactive. The three perspectives are…
Descriptors: Reading Difficulties, Reading Instruction, Reading Research, Teaching Methods
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Georgiou, George K.; Savage, Robert; Dunn, Kristy; Bowers, Peter; Parrila, Rauno – Journal of Research in Reading, 2021
Background: The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers.…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Intervention
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