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Peer reviewedFowler, Anne E. – Annals of Dyslexia, 1988
Performance of 36 second graders in judging grammaticality was not associated with reading ability or metaphonological skill, while performance in correcting violations of grammaticality was strongly associated. Short-term memory had minimal effects on judgment performance, but greatly affected correction performance. Both judgment and correction…
Descriptors: Association (Psychology), Grammar, Performance Factors, Phonology
Peer reviewedLeong, Che Kan – Annals of Dyslexia, 1989
Two experiments sought to determine the orthographic and phonological factors in derived morphology that affected the reading and spelling performance of 75 intermediate-grade poor readers. Subgroups of poor readers used different mechanisms in producing derived or base forms of words according to the complexity of the orthographic and/or…
Descriptors: Grammar, Intermediate Grades, Morphology (Languages), Performance Factors
Peer reviewedBadian, Nathlie A. – Annals of Dyslexia, 1993
Children (n=86, ages 6-8) who were receiving special help in reading were tested and followed up after 2 years. When the variance resulting from intelligence quotient and age was accounted for, orthographic processing, phonological awareness, and digit-naming speed were the only early cognitive processing tasks that made significant contributions…
Descriptors: Cognitive Processes, Elementary Education, Orthographic Symbols, Outcomes of Treatment
Peer reviewedBentin, Shlomo; Leshem, Haya – Annals of Dyslexia, 1993
This study of 508 Israeli kindergarten children learning to read Hebrew found that phonemic segmentation skills and reading acquisition are highly interrelated. Learning to read was the main factor accounting for the sharp increase in phonological awareness between six and seven years of age, and reading acquisition was facilitated by prior…
Descriptors: Foreign Countries, Hebrew, Performance Factors, Phonemes
Peer reviewedLeong, Che Kan; Cheng, Pui-Wan; Lam, Catherine C. C. – Annals of Dyslexia, 2000
A lexical decision study with two groups of tertiary students (n=43) differing in their Chinese language ability found that even for adult readers differing in their Chinese language ability, lexicality, frequency of characters, and the consistency of semantic radicals affect accurate and rapid character identification. Teaching suggestions are…
Descriptors: Adults, Chinese, Dyslexia, Foreign Countries
Peer reviewedCarlisle, Joanne F.; Stone, C. Addison; Katz, Lauren A. – Annals of Dyslexia, 2001
A study involving 18 children with reading difficulties (grades 4- 9), 33 children controls, and 19 adult controls found that poor readers have less difficulty reading words whose forms are phonologically and orthographically transparent than reading words the base forms of which undergo a phonological shift when a suffix is added. (Contains…
Descriptors: Children, Performance Factors, Phoneme Grapheme Correspondence, Phonetics
