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Download full textHarrison, Gina L. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…
Descriptors: Error Analysis (Language), Scoring, Spelling, Oral Language
Direct linkSanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppanen, Paavo H. T.; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jurgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Toth, Denes; Honbolygo, Ferenc; Csepe, Valeria; Bogliotti, Caroline; Iannuzzi, Stephanie; Chaix, Yves; Demonet, Jean-Francois; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil-Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C.; Comte-Gervais, Isabelle; Soares-Boucaud, Isabelle; Gerard, Christophe-Loic; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Muller-Myhsok, Bertram; Schulte-Korne, Gerd – Journal of Child Psychology and Psychiatry, 2013
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138…
Descriptors: Dyslexia, Predictor Variables, Phonemic Awareness, Naming
Assouline, Susan G.; Foley Nicpon, Megan; Dockery, Lori – Journal of Autism and Developmental Disorders, 2012
We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education…
Descriptors: Academically Gifted, Autism, Written Language, Oral Language
