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Predicting Dyslexia in Children with Developmental Language Disorder
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Alonzo, Crystle N.; McIlraith, Autumn L.; Catts, Hugh W.; Hogan, Tiffany P. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method: We employ (a) logistic regression to determine how letter…
Descriptors: Prediction, Dyslexia, Children, Kindergarten
Longitudinal Effects of Different Aspects of Morphological Awareness Skills on Early Spelling Development
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Grigorakis, Ioannis; Manolitsis, George – Reading and Writing: An Interdisciplinary Journal, 2021
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on…
Descriptors: Longitudinal Studies, Morphology (Languages), Morphemes, Metalinguistics
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
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Caravolas, 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
Patterns of Word Reading Skill, Interest and Self-Concept of Ability
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Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik – Educational Psychology, 2017
The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…
Descriptors: Foreign Countries, Reading Skills, Self Concept, Reading Ability
Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?
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Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill – Psychology in the Schools, 2014
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…
Descriptors: Grade 2, Elementary School Students, Correlation, Spanish
Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study
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Furnes, Bjarte; Samuelsson, Stefan – Learning and Individual Differences, 2011
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Word Recognition