NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)2
Since 2006 (last 20 years)6
Descriptor
Models6
Elementary School Students4
Gender Differences4
Vocabulary Development4
Correlation3
Phonological Awareness3
Predictor Variables3
Reading Comprehension3
Reading Skills3
Age Differences2
Decoding (Reading)2
Foreign Countries2
Intelligence Tests2
Longitudinal Studies2
Naming2
Pictorial Stimuli2
Questionnaires2
Reading Difficulties2
Reading Tests2
Statistical Analysis2
Verbal Ability2
Vocabulary2
Word Recognition2
Academic Achievement1
Achievement Gains1
More ▼
Source
Journal of Educational…2
Journal of Learning…1
Journal of Speech, Language,…1
Reading Psychology1
Scientific Studies of Reading1
Author
Compton, Donald L.2
Gilbert, Jennifer K.2
Kearns, Devin M.2
Cho, Eunsoo1
Collins, Alyson A.1
Dinella, Lisa M.1
Goodwin, Amanda P.1
Jackson, Heather M.1
Kendeou, Panayiota1
Kirby, John R.1
Kremer, Kathleen E.1
Ladd, Gary W.1
Lindstrom, Esther R.1
Lorch, Elizabeth P.1
Lynch, Julie S.1
Steacy, Laura M.1
Tibi, Sana1
Wagner, Barry T.1
White, Mary Jane1
van den Broek, Paul1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Education Level
Elementary Education4
Grade 12
Grade 32
Grade 52
Grade 21
Grade 41
Grade 61
Grade 71
Grade 81
Kindergarten1
Primary Education1
More ▼
Audience
Location
Indiana1
United Arab Emirates1
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary…6
Woodcock Reading Mastery Test2
Columbia Mental Maturity Scale1
Wide Range Achievement Test1
Woodcock Johnson Tests of…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic
Peer reviewed Peer reviewed
Direct linkDirect link
Tibi, Sana; Kirby, John R. – Scientific Studies of Reading, 2018
Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading…
Descriptors: Phonological Awareness, Vocabulary Development, Models, Semitic Languages
Exploring Individual Differences in Irregular Word Recognition among Children with Early-Emerging and Late-Emerging Word Reading Difficulty
Peer reviewed Peer reviewed
Direct linkDirect link
Steacy, Laura M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Educational Psychology, 2017
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…
Descriptors: Individual Differences, Word Recognition, Word Frequency, Predictor Variables
Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M. – Journal of Learning Disabilities, 2014
The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students ("N" = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for…
Descriptors: Reading Comprehension, Morphology (Languages), Reading Skills, Reading Difficulties
Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?
Peer reviewed Peer reviewed
Direct linkDirect link
Ladd, Gary W.; Dinella, Lisa M. – Journal of Educational Psychology, 2009
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and…
Descriptors: Academic Achievement, Student Participation, Elementary School Students, Foreign Countries
The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Lynch, Julie S.; van den Broek, Paul; Kremer, Kathleen E.; Kendeou, Panayiota; White, Mary Jane; Lorch, Elizabeth P. – Reading Psychology, 2008
The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two…
Descriptors: Reading Comprehension, Early Reading, Models, Phonological Awareness
Developmental Memory Capacity Resources of Typical Children Retrieving Picture Communication Symbols Using Direct Selection and Visual Linear Scanning with Fixed Communication Displays
Peer reviewed Peer reviewed
Direct linkDirect link
Wagner, Barry T.; Jackson, Heather M. – Journal of Speech, Language, and Hearing Research, 2006
Purpose: This study examined the cognitive demands of 2 selection techniques in augmentative and alternative communication (AAC), direct selection, and visual linear scanning, by determining the memory retrieval abilities of typically developing children when presented with fixed communication displays. Method: One hundred twenty typical children…
Descriptors: Memory, Kindergarten, Augmentative and Alternative Communication, Models