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Reading Fluency in Chinese Children with Reading Disabilities and/or ADHD: A Key Role for Morphology
Peer reviewed
Direct linkLi, Miao; Georgiou, George; Kirby, John R.; Frijters, Jan C.; Zhao, Wei; Wang, Tingzhao – Journal of Learning Disabilities, 2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…
Descriptors: Students with Disabilities, Grade 1, Grade 2, Grade 3
Tsesmeli, Styliani N.; Koutselaki, Despoina – Journal of Learning Disabilities, 2013
The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell…
Descriptors: Foreign Countries, Learning Disabilities, Spelling, Semantics
