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Direct linkBryant, Peter; Nunes, Terezinha; Barros, Rossana – British Journal of Educational Psychology, 2014
Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their…
Descriptors: Learning Processes, Reading Processes, Writing Processes, Science Achievement
Nunes, Terezinha; Bryant, Peter; Barros, Rossana – Journal of Educational Psychology, 2012
When children start to learn to read English, they benefit from learning grapheme-phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and…
Descriptors: Reading Lists, Morphemes, Spelling, Foreign Countries
Nunes, Terezinha; Bryant, Peter; Barros, Rossana; Sylva, Kathy – British Journal of Educational Psychology, 2012
Background: Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims: The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make…
Descriptors: Evidence, Intelligence, Mathematics Achievement, Prediction
