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The Effects of Orthography, Phonology, Semantics, and Working Memory on the Reading Comprehension of Children with and without Reading Dyslexia
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Jana Chi-san Ho; Deborah K. Reed; Catherine McBride – Annals of Dyslexia, 2025
In this study, we examined to what extent orthographic skills, phonological processing, oral vocabulary, and word memory accounted for variance in reading comprehension among upper-elementary school children with and without dyslexia. The tasks came from the Tests of Dyslexia (TOD). Data from 753 participants (typically developing n = 575;…
Descriptors: Students with Disabilities, Dyslexia, Phonological Awareness, Oral Language
Exploring the Visual Literacy Parameters in English Elementary Textbooks by the Indonesian Ministry of Education and Culture
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Rio Satria Nugroho; Radityo Widiatmojo – International Society for Technology, Education, and Science, 2024
This research discusses the close relationship between visual literacy, the ability to read, understand, and create visual texts -- and elementary school books, particularly children's picture books. It aims to explore the visual literacy parameters in English elementary textbooks published by the Indonesian Ministry of Education and Culture. In…
Descriptors: Visual Literacy, English (Second Language), Second Language Learning, Second Language Instruction