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Wechsler Individual…1
Showing 1 to 15 of 20 results Save | Export
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Tibi, Sana; Edwards, Ashley A.; Schatschneider, Christopher; Kirby, John R. – Annals of Dyslexia, 2020
The distinctive features of the Arabic language and orthography offer opportunities to investigate multiple word characteristics at the item level. The aim of this paper was to model differences in word reading at the item level among 3rd grade native Arabic-speaking children (n = 303) using cross-classified generalized random-effects (CCGRE)…
Descriptors: Semitic Languages, Morphology (Languages), Native Speakers, Elementary School Students
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Steacy, Laura M.; Fuchs, Douglas; Gilbert, Jennifer K.; Kearns, Devin M.; Elleman, Amy M.; Edwards, Ashley A. – Annals of Dyslexia, 2020
The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which…
Descriptors: At Risk Students, Reading Difficulties, Elementary School Students, Grade 1
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Wong, Richard Kwok-Shing; Russak, Susie – Annals of Dyslexia, 2020
The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first…
Descriptors: Preschool Teachers, Kindergarten, English (Second Language), Second Language Instruction
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Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi – Annals of Dyslexia, 2020
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada.…
Descriptors: French, Dyslexia, English, Native Language
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Rothou, Kyriakoula M.; Padeliadu, Susana – Annals of Dyslexia, 2019
The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…
Descriptors: Greek, Dyslexia, Language Processing, Metalinguistics
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Weiser, Beverly; Buss, Carolyn; Sheils, Ashley Parker; Gallegos, Elisa; Murray, L. Robin – Annals of Dyslexia, 2019
While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…
Descriptors: Reading Difficulties, Special Education, Coaching (Performance), Educational Technology
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Chung, Kevin Kien Hoa; Lo, Jason C. M.; McBride, Catherine – Annals of Dyslexia, 2018
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of…
Descriptors: Dyslexia, Longitudinal Studies, Identification, Chinese
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van Setten, Ellie R. H.; Hakvoort, Britt E.; van der Leij, Aryan; Maurits, Natasha M.; Maassen, Ben A. M. – Annals of Dyslexia, 2018
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a…
Descriptors: Grade 6, At Risk Students, Reading Fluency, Reading Comprehension
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Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
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van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
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Stark, Hannah L.; Snow, Pamela C.; Eadie, Patricia A.; Goldfeld, Sharon R. – Annals of Dyslexia, 2016
This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as…
Descriptors: Foreign Countries, Native Language Instruction, Reading Instruction, Early Childhood Education
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Kalindi, Sylvia Chanda; McBride, Catherine; Tong, Xiuhong; Wong, Natalie Lok Lee; Chung, Kien Hoa Kevin; Lee, Chia-Ying – Annals of Dyslexia, 2015
To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample…
Descriptors: Chinese, English, Dyslexia, Reading Difficulties
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Schiff, Rachel; Katzir, Tami; Shoshan, Noa – Annals of Dyslexia, 2013
The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…
Descriptors: Dyslexia, Semitic Languages, Reading, Accuracy
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Luque, Juan L.; López-Zamora, Miguel; Álvarez, Carlos J.; Bordoy, Soraya – Annals of Dyslexia, 2013
This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, "Appl Psycholinguist" 14:1-33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were…
Descriptors: Foreign Countries, Dyslexia, Children, Decoding (Reading)
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Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Annals of Dyslexia, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
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