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Price, Kaitlyn M.; Wigg, Karen G.; Misener, Virginia L.; Clarke, Antoine; Yeung, Natalie; Blokland, Kirsten; Wilkinson, Margaret; Kerr, Elizabeth N.; Guger, Sharon L.; Lovett, Maureen W.; Barr, Cathy L. – Journal of Learning Disabilities, 2022
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language…
Descriptors: Dyslexia, Language Impairments, Developmental Delays, Reading Difficulties
Camarata, Stephen; Werfel, Krystal; Davis, Tonia; Hornsby, Benjamin W. Y.; Bess, Fred H. – Exceptional Children, 2018
Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more…
Descriptors: Hearing Impairments, Reading Difficulties, Correlation, Decoding (Reading)
Heggie, Lindsay; Wade-Woolley, Lesly – Reading Psychology, 2018
We examined the relationship between two metalinguistic tasks: prosodic awareness and punctuation ability. Specifically, we investigated whether adults' ability to punctuate was related to the degree to which they are aware of and able to manipulate prosody in spoken language. English-speaking adult readers (n = 115) were administered a receptive…
Descriptors: Intonation, Suprasegmentals, Punctuation, Metalinguistics
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