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Giménez, A.; Ortiz, A.; López-Zamora, M.; Sánchez, A.; Luque, J. L. – Annals of Dyslexia, 2017
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's…
Descriptors: Foreign Countries, Parents, Reading Difficulties, Predictor Variables
Silva, Susana; Faísca, Luís; Araújo, Susana; Casaca, Luis; Carvalho, Loide; Petersson, Karl Magnus; Reis, Alexandra – Annals of Dyslexia, 2016
Two different forms of parafoveal dysfunction have been hypothesized as core deficits of dyslexic individuals: reduced parafoveal preview benefits ("too little parafovea") and increased costs of parafoveal load ("too much parafovea"). We tested both hypotheses in a single eye-tracking experiment using a modified serial rapid…
Descriptors: Dyslexia, Eye Movements, Hypothesis Testing, Adults
Peer reviewed
Kitz, William Robert; Nash, Robert T. – Annals of Dyslexia, 1992
This study of the effectiveness of the Project Success Summer Program found that the eight-week program improved dyslexic adults' (n=63) reading and spelling scores in five areas. Results indicated that training in phonological skills improved decoding skills and that passage reading rates and individual word reading rates best predicted…
Descriptors: Adult Basic Education, Adult Education, Adults, Decoding (Reading)
Peer reviewed
Catts, Hugh W. – Annals of Dyslexia, 1991
This study compared (1) performance on language skills and phonological process measures by 41 kindergarten children with speech/language impairments, and (2) their reading ability in first grade. Children with semantic-syntactic language deficits exhibited more difficulties in reading than did children with articulation impairments. Phonological…
Descriptors: Articulation Impairments, Early Identification, Grade 1, Kindergarten
Peer reviewed
Badian, Nathlie A. – Annals of Dyslexia, 1994
Children (n=118) were administered a preschool screening battery 6 months before kindergarten entry and then 19 and 24 months later. Measures of phonological awareness, serial naming speed, and orthographic processing were found to make a strong contribution to prediction of first-grade reading. (Author/JDD)
Descriptors: At Risk Persons, Beginning Reading, Early Childhood Education, Letters (Alphabet)
Peer reviewed
Geva, Esther; Yaghoubzadeh, Zoreh; Schuster, Barbara – Annals of Dyslexia, 2000
Two-cohorts of Grade 1 English as a Second Language (ESL) (n=200) and English as a First Language (EL1) (n=70) children were followed for two years. By considering differences in phonological awareness and rapid naming, it was possible to predict variance on word recognition performance six months and one year later. (Contains references.)…
Descriptors: Elementary Education, English (Second Language), Grade 1, Phoneme Grapheme Correspondence
Peer reviewed
Badian, Nathlie A. – Annals of Dyslexia, 2001
Ninety-six children were administered an orthographic test as preschoolers and two measures of non-phonemic phonological awareness in mid-kindergarten. Both phonological measures and the orthographic measure added significant variance to grade 1 word reading. The orthographic measure contributed to variance in reading vocabulary and reading…
Descriptors: Elementary Education, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonetics
Peer reviewed
Wesseling, Ralph; Reitsma, Pieter – Annals of Dyslexia, 2001
Three longitudinal studies involving kindergartners are presented that attempt to measure variance in the quality of phonological structures within lexical items using three tasks: non-word repetition, cued word fluency, and a gated auditory word recognition task. Nonword repetition was a consistent predictor of later phonological awareness.…
Descriptors: Early Identification, Kindergarten Children, Longitudinal Studies, Phoneme Grapheme Correspondence