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Direct linkCaravolas, Markéta; Lervåg, Arne; Mikulajová, Marína; Defior, Sylvia; Seidlová-Málková, Gabriela; Hulme, Charles – Scientific Studies of Reading, 2019
The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming,…
Descriptors: Contrastive Linguistics, Longitudinal Studies, Reading Comprehension, Grade 2
van Bergen, Elsje; de Jong, Peter F.; Maassen, Ben; Krikhaar, Evelien; Plakas, Anna; van der Leij, Aryan – Journal of Learning Disabilities, 2014
Do children who go on to develop dyslexia show normal verbal and nonverbal development before reading onset? According to the aptitude-achievement discrepancy model, dyslexia is defined as a discrepancy between intelligence and reading achievement. One of the underlying assumptions is that the general cognitive development of children who fail to…
Descriptors: Children, Intelligence Quotient, Dyslexia, Young Children
Lloyd, Jennifer E. V.; Hertzman, Clyde – Journal of Community Psychology, 2010
The authors took a population-based approach to testing how commonly studied neighborhood socioeconomic conditions are associated with the language and cognitive outcomes of residentially stable rural and urban children tracked from kindergarten (ages 5-6) to Grade 4 (ages 9-10). Child-level kindergarten Early Development Instrument (EDI) data…
Descriptors: Neighborhoods, Rural Urban Differences, Foreign Countries, Urban Youth
