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Apostolos Kargiotidis; George Manolitsis – Annals of Dyslexia, 2024
The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine…
Descriptors: Emergent Literacy, Reading Difficulties, Grade 2, Grade 3
Miao Li; Wei Zhao; Mengmeng Liu; Lele Zhang; Gen Li – Annals of Dyslexia, 2024
This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi'an, China. Children with and without RD were compared to their depression and anxiety. Additionally,…
Descriptors: Mental Health, Children, Reading Difficulties, Depression (Psychology)
MacKay, Elizabeth; Chen, Xi; Deacon, S. Hélène – Annals of Dyslexia, 2023
In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…
Descriptors: Foreign Countries, Immersion Programs, French, Reading Difficulties
Shakory, Sharry; Krenca, Klaudia; Marinova-Todd, Stefka H.; Chen, Xi – Annals of Dyslexia, 2023
Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. ("Journal of Educational Psychology," 102, 327-340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of…
Descriptors: Reading Difficulties, Bilingual Students, Grade 1, Grade 2
Jeremy Miciak; Yusra Ahmed; Phil Capin; David J. Francis – Annals of Dyslexia, 2022
Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al., "Learning Disabilities Research & Practice,"…
Descriptors: Elementary School Students, English Language Learners, Reading Skills, Profiles
Nagler, Telse; Zaric, Jelena; Kachisi, Fenke; Lindberg, Sven; Ehm, Jan-Henning – Annals of Dyslexia, 2021
Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic…
Descriptors: Reading Difficulties, Children, Reading Comprehension, Naming
Deng, Qinli; Tong, Shelley Xiuli – Annals of Dyslexia, 2021
This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English…
Descriptors: Foreign Countries, Suprasegmentals, Phonological Awareness, Bilingualism
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
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
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
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
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
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