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Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
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Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel – Language Learning and Development, 2018
This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…
Descriptors: Genetics, Etiology, Vocabulary, Syntax
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Segbers, Jutta; Schroeder, Sascha – Language Testing, 2017
In this article we present a new method for estimating children's total vocabulary size based on a language corpus in German. We drew a virtual sample of different lexicon sizes from a corpus and let the virtual sample "take" a vocabulary test by comparing whether the items were included in the virtual lexicons or not. This enabled us to…
Descriptors: Foreign Countries, German, Vocabulary, Elementary School Students
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Ouellette, Gene; Sénéchal, Monique – Developmental Psychology, 2017
In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…
Descriptors: Invented Spelling, Kindergarten, Predictor Variables, Reading Ability
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Poolman, B. G.; Leseman, P. P. M.; Doornenbal, J. M.; Minnaert, A. E. M. G. – Early Child Development and Care, 2017
Rural children are a largely understudied population in language and literacy research, despite the fact that these children often enter school with delays in their language development. Since most rural areas suffered from so-called selective rural outmigration, many parents in rural areas are lower or middle educated. The home literacy climate,…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Primary Education
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Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
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Casey, Beth M.; Lombardi, Caitlin McPherran; Pollock, Amanda; Fineman, Bonnie; Pezaris, Elizabeth – Journal of Cognition and Development, 2017
This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the…
Descriptors: Females, Arithmetic, Mathematics Instruction, Predictor Variables
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Wawire, Brenda A.; Kim, Young-Suk G. – Scientific Studies of Reading, 2018
Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge…
Descriptors: Phonological Awareness, Alphabets, Transfer of Training, Multilingualism
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Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly – Journal of Cognition and Development, 2016
A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…
Descriptors: Longitudinal Studies, Theory of Mind, Predictor Variables, Grade 1
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Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène – Scientific Studies of Reading, 2016
Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of…
Descriptors: French, Immersion Programs, Grade 2, Elementary School Students
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Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
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Coley, Rebekah Levine; Lombardi, Caitlin McPherran; Sims, Jacqueline – Journal of Educational Psychology, 2015
Using nationally representative data from the Longitudinal Study of Australian Children (LSAC; N = 5,107), this study assessed prospective connections between children's early education and care (EEC) experiences from infancy through preschool and their cognitive and behavioral functioning in 1st grade. Incorporating 6 waves of data, analyses…
Descriptors: Early Childhood Education, Child Care, Child Behavior, Grade 1
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Hubert, Blandine; Guimard, Philippe; Florin, Agnès; Tracy, Alexis – Early Education and Development, 2015
Research Findings: Several recent studies carried out in the United States and abroad (i.e., Asia and Europe) have demonstrated that the ability of young children to regulate their behavior (including inhibitory control, working memory, attentional control) significantly predicts their academic achievement. The current study examined the…
Descriptors: Foreign Countries, Self Control, Academic Achievement, Nursery Schools
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Chien, Tzu-Chao; Chen, Zhi-Hong; Ko, Hwa-Wei; Ku, Yu-Min; Chan, Tak-Wai – Journal of Educational Computing Research, 2015
This paper describes a learning system, named My-Bookstore, where students buy (make records of) books (paper books) which they have read, and then sell (recommend) the books they like to others. This system is designed to encourage elementary students' classroom reading and book recommendation. The long-term influence of the My-Bookstore system…
Descriptors: Elementary School Students, Reading Materials, Educational Technology, Technology Uses in Education
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Guzman-Orth, Danielle; Grimm, Ryan; Gerber, Michael; Orosco, Michael; Swanson, H. Lee; Lussier, Cathy – Journal of Psychoeducational Assessment, 2015
The Working Memory Rating Scale (WMRS) was designed as a behavioral rating tool to assist teachers in identifying students at risk of working memory difficulties. The instrument was originally normed on 417 monolingual English-speaking children from the United Kingdom. The purpose of this study was to test the reliability and validity of the WMRS…
Descriptors: Short Term Memory, Rating Scales, Psychometrics, English Language Learners
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