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Bahaa Madi Tarabya; Samer Andria; Asaid Khateb – Annals of Dyslexia, 2025
The current study sought to examine the existence of reading subtypes based on specific accuracy and rate criteria in dyslexia among a non-clinical sample of 120 Arabic-speaking University students and to characterize their reading-related and linguistic skills. For this aim, we relied on a conventional practice in reading disability literature…
Descriptors: Arabic, College Students, Accuracy, Dyslexia
Alida Hudson; Laura L. Bailet; Shayne B. Piasta; Jessica A. R. Logan; Kandia Lewis; Cynthia M. Zettler-Greeley – Journal of Education for Students Placed at Risk, 2025
Preschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to investigate the underlying classifications of children identified as at-risk for reading difficulties (N = 281) along selected cognitive,…
Descriptors: Small Group Instruction, Literacy Education, Reading Instruction, Emergent Literacy
Ioannis G. Katsantonis – Metacognition and Learning, 2025
Classical conceptualisations of self-regulated learning typically ignore the role of teaching strategies in real-world classrooms. Therefore, the present exploratory study aimed to examine the different clusters of perceived teaching strategies and students' metacognitive knowledge and experiences, and motivation. The data came from 6365 (49.63%…
Descriptors: Classification, Teaching Methods, Reading Achievement, Metacognition