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Direct linkErgül, Cevriye; Ökcün-Akçamus, Meral Çilem; Akoglu, Gözde; Yalçin, Seher; Tülü, Burcu Kiliç; Kudret, Zeynep Bahap – Psychology in the Schools, 2023
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first…
Descriptors: Foreign Countries, Family Environment, Predictor Variables, Turkish
Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Elleman, Amy M.; Kearns, Devin M.; Patton, Samuel, III; Compton, Donald L. – Journal of Learning Disabilities, 2020
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does "response/no response" best characterize students' reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers' word reading prior to…
Descriptors: Response to Intervention, Reading Comprehension, Reading Programs, Reading Instruction
Nielsen, Anne-Mette Veber; Juul, Holger – Reading and Writing: An Interdisciplinary Journal, 2016
The present study examined phoneme awareness, phonological short term memory, letter knowledge, rapid automatized naming (RAN), and visual-verbal paired associate learning (PAL) as longitudinal predictors of spelling skills in an early phase (Grade 2) and a later phase (Grade 5) of development in a sample of 140 children learning to spell in the…
Descriptors: Predictor Variables, Phonemic Awareness, Longitudinal Studies, Elementary School Students
Potocki, Anna; Ecalle, Jean; Magnan, Annie – Journal of Research in Reading, 2017
The aim of this study was to investigate the early characteristics of four profiles of readers established in second grade (7-8 years of age): good readers, specific poor decoders, specific poor comprehenders and general poor readers. These profiles were compared retrospectively on a range of measures administered 2 years earlier, in kindergarten.…
Descriptors: Profiles, Reading Comprehension, Reading Difficulties, Naming
Lervag, Arne; Hulme, Charles – Scientific Studies of Reading, 2010
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual-verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness…
Descriptors: Foreign Countries, Spelling, Reading Skills, Skill Development
Byrne, Brian; Wadsworth, Sally; Boehme, Kristi; Talk, Andrew C.; Coventry, William L.; Olson, Richard K.; Samuelsson, Stefan; Corley, Robin – Scientific Studies of Reading, 2013
The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 ("N"?=?2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the…
Descriptors: Genetics, Preschool Children, Elementary School Students, Kindergarten
Boets, Bart; De Smedt, Bert; Cleuren, Leen; Vandewalle, Ellen; Wouters, Jan; Ghesquiere, Pol – British Journal of Developmental Psychology, 2010
This longitudinal study examined the development of phonology and literacy in Dutch-speaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the start of formal reading instruction), in first and in third grade. Children, diagnosed with dyslexia in third grade, showed impaired…
Descriptors: Phonology, Dyslexia, Phonological Awareness, Short Term Memory
