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Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
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Tarchi, Christian – Applied Cognitive Psychology, 2021
This study explored the impact of the think-aloud research methodology on multiple-documents comprehension outcomes. The participants in this study were 168 University students. The procedure included three steps. First, students were administered the tests measuring prior topic beliefs, topic interest, and topic knowledge. Then, students were…
Descriptors: Protocol Analysis, Reading Comprehension, College Students, Prior Learning
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Pan, Jinger; Zhang, Caicai; Huang, Xunan; Yan, Ming – Reading and Writing: An Interdisciplinary Journal, 2021
The current study examined whether or not lexical access is influenced by detailed phonological features during the silent reading of Chinese sentences. We used two types of two-character target words (Mandarin sandhi-tone and base-tone). The first characters of the words in the sandhi-tone condition had a tonal alternation, but no tonal…
Descriptors: Mandarin Chinese, Intonation, Silent Reading, Phonology
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Bouck, Emily C.; Truckenmiller, Adrea; Bone, Erin; Flanagan, Sara – Preventing School Failure, 2021
Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles--repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)--on grade-level comprehension for students…
Descriptors: Reading Instruction, Instructional Effectiveness, Reading Comprehension, Reading Rate
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Allred, Johnny B.; Cena, Michael E. – Journal of Adolescent & Adult Literacy, 2020
Research has shown that student choice of text and increased time spent on reading independently are two factors that can result in an increase in students' reading motivation and enjoyment. The authors investigated implementation of evidence-based practices to show how they played out in a high school English language arts classroom. The research…
Descriptors: Reading Motivation, High School Students, Language Arts, Reading Material Selection
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Gehlot, Lalit; Al-Khalaf, Hailah A.; Gehlot, Himani – Educational Research and Reviews, 2020
Language acquisition and memory models are created more quickly in the brain in early childhood. If reading habit is cultivated in children early, it will enhance their language skills and perception. This study aims to evaluate the conventional practices of reading habits in Indian children from lower, middle, and upper socio-economic backgrounds…
Descriptors: Foreign Countries, Reading Habits, Oral Reading, Silent Reading
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Voß, Stefan; Blumenthal, Yvonne – Education Sciences, 2020
Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established…
Descriptors: Foreign Countries, Word Recognition, Elementary School Students, Children
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Pritchard, Verena E.; Heron-Delaney, Michelle; Malone, Stephanie A.; MacLeod, Colin M. – Child Development, 2020
The production effect--whereby reading words aloud improves memory for those words relative to reading them silently--was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or…
Descriptors: Foreign Countries, Children, Oral Reading, Silent Reading
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Lam, Elizabeth A.; Rose, Susan; McMaster, Kristen L. – Journal of Deaf Studies and Deaf Education, 2020
This study compared the reliability and validity of student scores from paper--pencil and e-based assessments using the "maze" and "silent reading fluency" (SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n = 21) participated. For…
Descriptors: Deafness, Hearing Impairments, Curriculum Based Assessment, Evaluation Methods
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McGuffin, Brianna J.; Liss, Julie M.; Daliri, Ayoub – Journal of Speech, Language, and Hearing Research, 2020
Purpose: In our previous studies, we showed that the brain modulates the auditory system, and the modulation starts during speech planning. However, it remained unknown whether the brain uses similar mechanisms to modulate the orofacial somatosensory system. Here, we developed a novel behavioral paradigm to (a) examine whether the somatosensory…
Descriptors: Brain, Sensory Experience, Human Body, Speech
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Lowell, Randy; Pender, Kaitlyn Wade; Binder, Katherine S. – Reading Research Quarterly, 2020
The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. "Context meaning consistency" refers to informational context that reflected the same meaning (i.e., consistent) or different meanings (i.e., inconsistent) across two self-paced reading sessions for a given item (both…
Descriptors: Reading Comprehension, Incidental Learning, Vocabulary Development, Silent Reading
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Lam, Elizabeth A.; McMaster, Kristen L.; Rose, Susan – Journal of Deaf Studies and Deaf Education, 2020
This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed…
Descriptors: Deafness, Hearing Impairments, Curriculum Based Assessment, Sign Language
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Çetinkaya, Gökhan – International Journal of Curriculum and Instruction, 2020
This study aimed to explore the effect of silent and read-aloud revision methods on revising the written drafts of students. In the study, 50 fourth-grade university students took part as the participants of the research. The participant students were asked to write two different drafts with 250-300 words each during data collection process.…
Descriptors: Undergraduate Students, Revision (Written Composition), Writing (Composition), Writing Evaluation
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Denis-Noël, Ambre; Pattamadilok, Chotiga; Castet, Éric; Colé, Pascale – Annals of Dyslexia, 2020
In skilled adult readers, reading words is generally assumed to rapidly and automatically activate the phonological code. In adults with dyslexia, despite the main consensus on their phonological processing deficits, little is known about the activation time course of this code. The present study investigated this issue in both populations.…
Descriptors: Adults, Dyslexia, Word Recognition, Phonology
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Cao, Yucheng; Kim, Young-Suk Grace – Grantee Submission, 2021
Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1-12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension,…
Descriptors: Story Telling, Reading Comprehension, Elementary School Students, Secondary School Students
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