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Direct linkRoy-Charland, Annie; Perron, Melanie; Turgeon, Krystle-Lee; Hoffman, Nichola; Chamberland, Justin A. – Reading and Writing: An Interdisciplinary Journal, 2016
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children's attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed)…
Descriptors: Reading Rate, Difficulty Level, Young Children, Elementary School Students
Torppa, Minna; Parrila, Rauno; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik – Reading and Writing: An Interdisciplinary Journal, 2013
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit…
Descriptors: Foreign Countries, Orthographic Symbols, Emergent Literacy, Longitudinal Studies
Schwanenflugel, Paula J.; Morris, Robin D.; Kuhn, Melanie R.; Strauss, Gregory P.; Sieczko, Jennifer M. – Reading and Writing: An Interdisciplinary Journal, 2008
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme-phoneme correspondence (GPC) units and highly…
Descriptors: Rhyme, Grade 3, Reading Skills, Grade 1
