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Hasenäcker, Jana; Schröter, Pauline; Schroeder, Sascha – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The developmental trajectory of the use of morphemes is still unclear. We investigated the emergence of morphological effects on visual word recognition in German in a large sample across the complete course of reading acquisition in elementary school. To this end, we analyzed lexical decision data on a total of 1,152 words and pseudowords from a…
Descriptors: Morphemes, German, Morphology (Languages), Word Recognition
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Ecalle, Jean; Bouchafa, Houria; Potocki, Anna; Magnan, Annie – Journal of Research in Reading, 2013
Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar)…
Descriptors: Foreign Countries, Reading Comprehension, Sentences, Language Processing
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Pacheco, Andreia; Reis, Alexandra; Araújo, Susana; Inácio, Filomena; Petersson, Karl Magnus; Faísca, Luís – Reading and Writing: An Interdisciplinary Journal, 2014
Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from…
Descriptors: Foreign Countries, Dyslexia, Children, Grade 2
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Hooper, Stephen R.; Roberts, Joanne E.; Nelson, Lauren; Zeisel, Susan; Kasambira Fannin, Danai – School Psychology Quarterly, 2010
This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and…
Descriptors: Elementary School Students, African American Children, Beginning Reading, Kindergarten
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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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Share, David L.; Shalev, Carmit – Reading and Writing: An Interdisciplinary Journal, 2004
This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew--a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading ("dyslexics"), IQ-nondiscrepant poor…
Descriptors: Independent Study, Semitic Languages, Intelligence Quotient, Elementary School Students