NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Reading and Writing: An…97
Audience
Teachers1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 97 results Save | Export
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
Kim, Young-Suk Grace; Piper, Benjamin – Reading and Writing: An Interdisciplinary Journal, 2019
The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…
Descriptors: Transfer of Training, Reading Skills, Longitudinal Studies, African Languages
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Young-Suk Grace; Park, Seo-Hyun – Reading and Writing: An Interdisciplinary Journal, 2019
We examined the Direct and Indirect Effects model of Writing (DIEW), using longitudinal data from Korean-speaking beginning writers. DIEW posits hierarchical structural relations among component skills (e.g., transcription skills, higher order cognitive skills, oral language, motivation/affect, background knowledge) where lower level skills are…
Descriptors: Writing (Composition), Thinking Skills, Korean, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei – Reading and Writing: An Interdisciplinary Journal, 2018
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and…
Descriptors: Story Telling, Reading Comprehension, Longitudinal Studies, Decoding (Reading)
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Steve; Harris, Karen R.; Adkins, Mary – Reading and Writing: An Interdisciplinary Journal, 2018
The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…
Descriptors: Handwriting, Spelling Instruction, Phonological Awareness, Accuracy
Peer reviewed Peer reviewed
Direct linkDirect link
Tong, Xiuhong; McBride, Catherine; Ho, Connie Suk-han; Waye, Mary Miu Yee; Chung, Kevin Kien Hoa; Wong, Simpson Wai Lap; Chow, Bonnie Wing Yin – Reading and Writing: An Interdisciplinary Journal, 2018
In this study, we investigated the contribution of morphological awareness (MA) in one language to word reading and vocabulary in another language in Hong Kong Cantonese-English speaking children, who learn Chinese and English in school in parallel from the age of 3.5 years onwards. Our sample consisted of 97 Cantonese-English speaking children…
Descriptors: Morphology (Languages), Word Recognition, Vocabulary, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Lam, Katie; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2018
The purpose of the current study was to explore longitudinally the bidirectional cross-language effects between morphological awareness and vocabulary development across English and French over one year. Participants included 81 Grade 1 students and 75 Grade 2 students. All were non-native speakers of French, and demonstrated average English word…
Descriptors: Morphology (Languages), French, Language Skills, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Arrimada, María; Torrance, Mark; Fidalgo, Raquel – Reading and Writing: An Interdisciplinary Journal, 2018
We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe…
Descriptors: Grade 1, Writing Instruction, Academic Failure, Response to Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Justice, Laura M.; Lomax, Richard; O'Connell, Ann; Pentimonti, Jill; Petrill, Stephen A.; Piasta, Shayne B.; Gray, Shelley; Restrepo, Maria Adelaida; Cain, Kate; Catts, Hugh; Bridges, Mindy; Nielsen, Diane; Hogan, Tiffany; Bovaird, Jim; Nelson, J. Ron; Jiang, H.; Farquharson, K. – Reading and Writing: An Interdisciplinary Journal, 2018
We investigated the extent to which working memory and behavioral attention predicted reading and listening comprehension in grades 1 through 3 and, whether their relative contributions differed by modality and grade. Separate grade samples (N = 370; ns = 125, 123, and 122 for grades 1, 2, and 3 respectively) completed multiple measures of word…
Descriptors: Short Term Memory, Reading Comprehension, Listening Comprehension, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Chambré, Susan J.; Ehri, Linnea C.; Ness, Molly – Reading and Writing: An Interdisciplinary Journal, 2017
Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were…
Descriptors: Orthographic Symbols, Elementary School Students, Grade 1, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Hassunah Arafat, Safieh; Korat, Ofra; Aram, Dorit; Saiegh-Haddad, Elinor – Reading and Writing: An Interdisciplinary Journal, 2017
The study addressed the question of continuity in literacy achievements from kindergarten to first grade among Arabic-speaking children in Israel. We examined (1) how age and family socio-economic status (SES) predict children's literacy skills in kindergarten and (2) how age, SES, and early literacy skills in kindergarten predict literacy…
Descriptors: Foreign Countries, Academic Achievement, Early Childhood Education, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Inoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Maekawa, Hisao; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2017
We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent…
Descriptors: Japanese, Orthographic Symbols, Language Acquisition, Predictor Variables
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
Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Sung Hee – Reading and Writing: An Interdisciplinary Journal, 2017
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today's classroom, many children's e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration…
Descriptors: Electronic Publishing, Vocabulary Development, Grade 1, Elementary School Students
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7