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Direct linkLi, Miao; Chan, Jessica; Kirby, John R. – Annals of Dyslexia, 2023
Summary writing is an important tactic for learning from text and the summaries provide information on students' comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each…
Descriptors: Writing Achievement, Bilingual Students, Reading Difficulties, Decoding (Reading)
Rosenberg, Lindsay; Kruk, Richard S. – Annals of Dyslexia, 2022
Morpho-orthographic segmentation, rapid parsing of complex written words into their morphological components, is a potential source of difference in word recognition between struggling and typical readers. Although typical readers use morpho-semantic representations and morpho-orthographic segmentation in processing morphologically complex words,…
Descriptors: Reading Difficulties, Morphology (Languages), Orthographic Symbols, Grade 2
Martinez-Lincoln, Amanda; Barnes, Marcia A.; Clemens, Nathan H. – Annals of Dyslexia, 2021
Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions are most effective. Conducted within a parent project, which investigated the effects of an…
Descriptors: Learner Engagement, Reading Comprehension, Middle School Students, Reading Difficulties
Lockiewicz, Marta; Jaskulska, Martyna – Annals of Dyslexia, 2019
The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word…
Descriptors: Reading Skills, Correlation, Phonological Awareness, Phonemes
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
Fuchs, Stephanie; Kahn-Horwitz, Janina; Katzir, Tami – Annals of Dyslexia, 2019
Acquiring literacy in English as a foreign language (EFL) is important for language development. However, many students enter middle school without adequate EFL literacy skills. This may indicate a gap between EFL literacy instruction theory and the classroom practice that is occurring in elementary school classrooms. The aim of this study was to…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education
