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Journal of Learning…3325
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Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Journal of Learning Disabilities, 2022
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
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Washburn, Jocelyn – Journal of Learning Disabilities, 2022
In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have…
Descriptors: Reading Fluency, Reading Comprehension, Correlation, Adolescents
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Steinle, Paul K.; Stevens, Elizabeth; Vaughn, Sharon – Journal of Learning Disabilities, 2022
This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these…
Descriptors: Reading Fluency, Intervention, Reading Difficulties, Secondary School Students
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Ahmed, Yusra; Miciak, Jeremy; Taylor, W. Pat; Francis, David J. – Journal of Learning Disabilities, 2022
We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing…
Descriptors: Reading Instruction, Reading Comprehension, Elementary School Students, Reading Difficulties
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Graham, Steve; Ahumada, Silza; Bañales, Gerardo; Puente, Aníbal; Guajardo, Marcela; Muñoz, Ignacio – Journal of Learning Disabilities, 2022
Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at…
Descriptors: Foreign Countries, Urban Schools, Public Schools, Writing Difficulties
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Cho, Jeung-Ryeul; McBride, Catherine – Journal of Learning Disabilities, 2022
This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean…
Descriptors: Spelling, Korean, Alphabets, Native Language
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Ye, Yanyan; McBride, Catherine; Yin, Li; Cheang, Leo Man-Lit; Tse, Chun Yu – Journal of Learning Disabilities, 2022
Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment,…
Descriptors: Foreign Countries, Spelling, Chinese, Kindergarten
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Lindner, Amanda L.; Wijekumar, Kausalai; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569…
Descriptors: English (Second Language), Second Language Learning, Spelling, Writing Achievement
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Arfé, Barbara; Zancato, Tamara – Journal of Learning Disabilities, 2022
According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional…
Descriptors: Spelling, Intervention, Teaching Methods, Italian
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Zhang, Shuai; Breuer, Esther Odilia; Grünke, Matthias; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3-4 (elementary school students; n = 127) and Grades 5-7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate…
Descriptors: Spelling, Error Analysis (Language), Individual Differences, Foreign Countries
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Catts, Hugh W.; Petscher, Yaacov – Journal of Learning Disabilities, 2022
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This…
Descriptors: Dyslexia, Disability Identification, Reading Difficulties, Risk
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Toseeb, Umar; Oginni, Olakunle Ayokunmi; Dale, Philip S. – Journal of Learning Disabilities, 2022
There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on…
Descriptors: Language Impairments, Correlation, Psychopathology, Mental Health
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Erbeli, Florina; Peng, Peng; Rice, Marianne – Journal of Learning Disabilities, 2022
Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included (n = 770 individuals with dyslexia, n = 1,671 controls). A random-effects…
Descriptors: Meta Analysis, Dyslexia, Creativity, Comparative Analysis
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Huo, Shuting; Wu, Ka Chun; Mo, Jianhong; Wang, Jie; Maurer, Urs – Journal of Learning Disabilities, 2022
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia (M[subscript age] = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with…
Descriptors: Foreign Countries, Chinese, Dyslexia, Reading Fluency
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Price, Kaitlyn M.; Wigg, Karen G.; Misener, Virginia L.; Clarke, Antoine; Yeung, Natalie; Blokland, Kirsten; Wilkinson, Margaret; Kerr, Elizabeth N.; Guger, Sharon L.; Lovett, Maureen W.; Barr, Cathy L. – Journal of Learning Disabilities, 2022
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language…
Descriptors: Dyslexia, Language Impairments, Developmental Delays, Reading Difficulties
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