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Wolff, Ulrika – Annals of Dyslexia, 2014
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…
Descriptors: Foreign Countries, Reading Skills, Naming, Early Reading
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Lundberg, Ingvar; Sterner, Gorel – Annals of Dyslexia, 2006
A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the…
Descriptors: Grade 3, Grade 4, Elementary School Students, Short Term Memory
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Lundberg, Ingvar – Annals of Dyslexia, 2002
This article examines how to interpret reading problems among individuals with a home language (L1) that is different from the language of instruction in school (L2). A tentative model is proposed where the various factors involved in L2 reading are specified, providing guidelines for assessment strategies. (Contains references.) (CR)
Descriptors: Clinical Diagnosis, Cultural Differences, Disability Identification, Dyslexia
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Lundberg, Ingvar; Nilson, Lars-Goran – Annals of Dyslexia, 1986
Church records of adult reading abilities as evaluated yearly by Swedish priests were examined from the eighteenth century in families characterized by poor reading and good reading ability. Although descendents of poor readers tended to demonstrate lower reading scores, transmission patterns did not indicate a simple genetic mechanism. (Author/DB)
Descriptors: Churches, Family Characteristics, Foreign Countries, Genealogy