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Gordana Keresteš; Erland Hjelmquist; Marika Veisson; Linda S. Siegel – Reading Psychology, 2024
We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also…
Descriptors: Reading Fluency, English, Swedish, Serbocroatian
Rodrigues, Monyka L.; Kozak, Stephanie; Martin-Chang, Sandra – Reading Psychology, 2023
The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread…
Descriptors: Language Acquisition, Literacy Education, Learning Theories, Reading Difficulties
Dilgard, Cortney; Hodges, Tracey S.; Coleman, Julianne – Reading Psychology, 2022
Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…
Descriptors: Phonics, Reading Instruction, Emergent Literacy, Intervention
Ciampa, Katia – Reading Psychology, 2016
A pre-experimental case study design was used to explore the value of intrinsic motivation in mobile eBook reading among 30 Grade 1 child participants. Data collection comprised pre- and post-test motivation questionnaires and researcher field notes. Child participants' enjoyment of mobile eBooks corresponded to 3 motivational aspects of intrinsic…
Descriptors: Teaching Methods, Grade 1, Elementary School Students, Electronic Publishing
Deacon, S. Helene; Kirby, John R.; Casselman-Bell, Melissa – Reading Psychology, 2009
We present analyses of the impact of morphological awareness on spelling. Initial measures of morphological awareness and a number of control measures were taken at age 7 and spelling was assessed two years later (n = 115). Results indicated that the appreciation of morphology in oral language makes a contribution to spelling that is impervious to…
Descriptors: Foreign Countries, Morphology (Languages), Phonological Awareness, Context Effect
Das, J. P.; Georgiou, George; Janzen, Troy – Reading Psychology, 2008
The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological…
Descriptors: Reading Difficulties, Phonological Awareness, Grade 3, Cognitive Processes