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Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette – Scientific Studies of Reading, 2018
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…
Descriptors: Etiology, Reading Difficulties, Reading Programs, Response to Intervention
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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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Munger, Kristen A.; Murray, Maria S. – Educational Assessment, 2017
The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…
Descriptors: Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests
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Edyburn, Kelly L.; Quirk, Matthew; Felix, Erika; Swami, Sruthi; Goldstein, Ariel; Terzieva, Antoniya; Scheller, Jennifer – Literacy Research and Instruction, 2017
This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could be used to effectively screen children during…
Descriptors: Kindergarten, Hispanic American Students, Reading Achievement, Literacy
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Sénéchal, Monique – Early Child Development and Care, 2017
The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…
Descriptors: Spelling, Invented Spelling, Kindergarten, Grade 1
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros – Journal of Learning Disabilities, 2017
This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2,…
Descriptors: Short Term Memory, Bilingualism, Reading Difficulties, Spanish Speaking
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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
Costa, Lara-Jeane C.; Edwards, Crystal N.; Hooper, Stephen R. – Learning Disability Quarterly, 2016
This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…
Descriptors: Elementary School Students, Writing Difficulties, Reading Difficulties, Multiple Disabilities
Goble, Priscilla; Eggum-Wilkens, Natalie D.; Bryce, Crystal I.; Foster, Stacie A.; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A. – Grantee Submission, 2017
Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45-60); 78% were Mexican/Mexican-American;…
Descriptors: Preschool Children, Early Childhood Education, Grade 1, Kindergarten