NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 13 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Fleischhauer, Elisabeth; Bruns, Gunnar; Grosche, Michael – Journal of Research in Reading, 2021
Background: When reading a word, skilled adult readers automatically decompose the word into its separate morphemes by processing the word's morpho-orthography. In children, however, it still remains unclear when and how they start to automatically decompose words into morphemes. Methods: To better understand how primary school children learn and…
Descriptors: Morphology (Languages), Language Processing, Word Recognition, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Jakob Åsberg Johnels; Christian Waldmann; Maria Levlin – Journal of Research in Reading, 2024
Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…
Descriptors: Spelling, Longitudinal Studies, Scores, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Rassel, Alicia; Facon, Bruno; Casalis, Séverine – Journal of Research in Reading, 2021
Background: In addition to phonological processing and vocabulary, morphological awareness has been clearly identified as contributing to learning to read. While the impact of socio-economic status (SES) has been identified for both phonological processing and vocabulary, less is known about the SES influence on morphological awareness and its…
Descriptors: Foreign Countries, Elementary School Students, Morphology (Languages), Socioeconomic Status
Peer reviewed Peer reviewed
Direct linkDirect link
Niolaki, Georgia Z.; Vousden, Janet; Terzopoulos, Aris R.; Taylor, Laura M.; Sephton, Shani; Masterson, Jackie – Journal of Research in Reading, 2020
Background: The study aimed to explore to what extent variables associated with lexical and sublexical spelling processes predicted single word spelling ability and whether patterns of lexical and sublexical processes were different across ages. Methods: Beginning (mean age 7 years, N=144) and advanced (mean age 9 years, N=114) English-speaking…
Descriptors: Spelling, Literacy, Language Patterns, Prediction
Peer reviewed Peer reviewed
Direct linkDirect link
Guan, Connie Qun; Zhao, Jianrong; Kwok, Rosa Kit Wan; Wang, Ye – Journal of Research in Reading, 2019
This 4-year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin-speaking children. Hierarchical regression analyses were…
Descriptors: Morphology (Languages), Metalinguistics, Longitudinal Studies, Literary Genres
Peer reviewed Peer reviewed
Direct linkDirect link
Sauval, Karinne; Casalis, Séverine; Perre, Laetitia – Journal of Research in Reading, 2017
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less-frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in…
Descriptors: Phonology, Word Recognition, Visual Stimuli, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Dixon, Chris; Thomson, Jenny; Fricke, Silke – Journal of Research in Reading, 2020
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined…
Descriptors: English (Second Language), Second Language Learning, Elementary School Students, Language Proficiency
Peer reviewed Peer reviewed
Direct linkDirect link
Eme, Elsa; Lambert, Eric; Alamargot, Denis – Journal of Research in Reading, 2014
We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…
Descriptors: French, Oral Language, Language Usage, Verbal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Dockrell, Julie E.; Connelly, Vincent – Journal of Research in Reading, 2015
Children with specific language impairments (SLI) have difficulties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty-three children with SLI (aged 10:5) were matched with 23 children for…
Descriptors: Oral Language, Language Role, Language Impairments, Phonology
Peer reviewed Peer reviewed
Direct linkDirect link
Polse, Lara R.; Reilly, Judy S. – Journal of Research in Reading, 2015
This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE-STONE-EARS), an exact match…
Descriptors: Semantics, Accuracy, Language Processing, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Loizidou-Ieridou, Nataly; Masterson, Jackie; Hanley, J. Richard – Journal of Research in Reading, 2010
The aim of the present study was to examine the spelling development of Greek-speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length,…
Descriptors: Age Differences, Language Processing, Spelling, Familiarity
Peer reviewed Peer reviewed
Direct linkDirect link
Grabowski, Joachim; Weinzierl, Christian; Schmitt, Markus – Journal of Research in Reading, 2010
Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and…
Descriptors: Semantics, Grade 4, Writing Skills, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Goetry, Vincent; Wade-Woolley, Lesly; Kolinsky, Regine; Mousty, Philippe – Journal of Research in Reading, 2006
French and Dutch differ regarding the manifestations and lexical functions of the stress pattern of words. The present study examined group differences in stress processing abilities between French-native and Dutch-native listeners, thus extending previous cross-linguistic comparisons involving Spanish-native and French-native adults. The results…
Descriptors: Indo European Languages, French, Reading Processes, Phonology