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Hooper, Stephen R.; Costa, Lara-Jeane; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna C.; Knuth, Sean B.; Childress, Amy – Reading and Writing: An Interdisciplinary Journal, 2011
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once…
Descriptors: Writing (Composition), Spelling, Grades (Scholastic), Structural Equation Models
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Berninger, Virginia W. – Learning Disabilities Research & Practice, 2009
An overview of research topics and findings from an interdisciplinary, programmatic line of research on writing over the past 25 years is presented. The cross-sectional assessment studies (grades 1 to 9) showed which measures uniquely explained variance in handwriting, spelling, and composing and thus validated their use in assessment. These and…
Descriptors: Spelling, Handwriting, Syntax, Written Language
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Georgiou, George K.; Manolitsis, George; Nurmi, Jari-Erik; Parrila, Rauno – Contemporary Educational Psychology, 2010
We examined the importance of children's classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n=95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
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McCallum, R. Steve; Bell, Sherry Mee; Wood, Margaret Scruggs; Below, Jaime L.; Choate, Stephani M.; McCane, Sara J. – Journal of Psychoeducational Assessment, 2006
Zero-order correlation coefficients show significant relationships between orthography, phonology, rapid naming, visual and auditory memory, and reading and spelling for 143 second through sixth graders. Although coefficients ranged from 0.05 to 0.71, most were statistically significant (65 out of 78). In addition, multiple regression analyses…
Descriptors: Short Term Memory, Reading, Correlation, Written Language
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Ritchey, Kristen D. – TEACHING Exceptional Children, 2006
Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…
Descriptors: Writing Difficulties, Letters (Correspondence), Beginning Writing, Spelling