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Direct linkRebecca Treiman; Jacqueline Hulslander; Erik G. Willcutt; Bruce F. Pennington; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2025
The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and…
Descriptors: Reading Ability, Spelling, Individual Differences, Children
Yang Dong; Chow Bonnie Wing-Yin; Jianhong Mo; Xuecong Miao; Hao-Yuan Zheng; Hang Dong; Mingmin Zhang – Reading and Writing: An Interdisciplinary Journal, 2024
Reading comprehension and arithmetic skills are essential abilities for children, particularly at the early career. Examine the link between language proficiency and numeral information process amongst primary school children. This study examines numeral comprehension in 600 Chinese primary second graders with different levels of decoding and…
Descriptors: Language Proficiency, Reading Comprehension, Arithmetic, Number Concepts
Lui, Kelvin Fai Hong; Cheah, Zebedee Rui En; McBride, Catherine; Maurer, Urs – Reading and Writing: An Interdisciplinary Journal, 2022
The script relativity hypothesis proposes that the scripts we read and write affect our cognition. The current study tested this hypothesis by comparing Chinese and English cognitive-linguistic skills and three cognitive abilities, including verbal working memory capacity, nonverbal IQ, and arithmetic calculation, across groups of children with…
Descriptors: Learning Theories, Reading Skills, Chinese, Mathematics Skills
Visual-Orthographic Skills Predict the Covariance of Chinese Word Reading and Arithmetic Calculation
Dora Jue Pan; Yingyi Liu; Mo Zheng; Connie Suk Han Ho; David J. Purpura; Catherine McBride; JingTong Ong – Reading and Writing: An Interdisciplinary Journal, 2024
This study provides evidence connecting two aspects of visual-orthographic skills (orthographic awareness and delayed copying) to the common variance shared by Chinese word reading and arithmetic calculation, as well as in identifying positional knowledge of numbers as a potential mediator of these connections in Chinese primary school students (N…
Descriptors: Arithmetic, Mathematics Skills, Reading Processes, Reading Skills
Dong, Yang; Chow, Bonnie Wing-Yin; Mo, Jianhong; Zheng, Hao-Yuan; Wu, Sammy Xiao-Ying; Yang, Jie – Reading and Writing: An Interdisciplinary Journal, 2023
This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and…
Descriptors: Foreign Countries, Sentences, Reading Comprehension, Reading Difficulties
Greiner de Magalhães, Caroline; Mervis, Carolyn B.; Cardoso-Martins, Cláudia – Reading and Writing: An Interdisciplinary Journal, 2021
We examined the contribution of a major predictor of basic literacy ability--phoneme awareness--to individual differences in two arithmetic computation tasks: a speeded task consisting of simple computation problems (arithmetic fluency) and an untimed, more complex computation task involving multi-digit operands (numerical operations). The…
Descriptors: Predictor Variables, Arithmetic, Reading Fluency, Spelling
