Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Cues | 3 |
| Predictor Variables | 3 |
| Foreign Countries | 2 |
| Reading Rate | 2 |
| Achievement Gap | 1 |
| American Indian Students | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Correlation | 1 |
| Disabilities | 1 |
| Elementary School Students | 1 |
| More ▼ | |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 1 | 3 |
| Grade 2 | 3 |
| Elementary Education | 2 |
| Grade 3 | 2 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Early Childhood Education | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Kindergarten | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHäikiö, Tuomo; Heikkilä, Timo T.; Kaakinen, Johanna K. – Journal of Educational Psychology, 2018
Syllabification by hyphens (e.g., hy-phen-a-tion) is a standard procedure in early Finnish reading instruction. However, recent findings indicate that hyphenation slows down children's reading already during the first grade (Häikiö, Hyönä, & Bertram, 2015, 2016). In the present study, it was examined whether this slowdown is indicative of…
Descriptors: Syllables, Finno Ugric Languages, Reading Instruction, Grade 2
McComas, Jennifer J.; Downwind, Ida; Klingbeil, David A.; Petersen-Brown, Shawna; Davidson, Katherine M.; Parker, David C. – Journal of Applied School Psychology, 2017
Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and…
Descriptors: American Indian Students, Achievement Gap, Learner Engagement, Correlation
Ding, Yi; Richman, Lynn C.; Yang, Ling-yan; Guo, Jian-peng – Journal of Learning Disabilities, 2010
The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor…
Descriptors: Cues, Speech Communication, Reading Difficulties, Disabilities
