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Ting-Chia Hsu; Ching Chang; Tien-Hsiu Jen – Interactive Learning Environments, 2024
Young learners' vocabulary learning needs interaction with language input when they are engaged in an activity. Given that AI-supported image recognition technologies offer hands-on learning in authentic contexts, and that self-regulated learning (SRL) enables learners to monitor and evaluate their learning when interacting with multi-sensory…
Descriptors: Metacognition, Multisensory Learning, Vocabulary Development, Learning Strategies
Forrester, Ekaterina Petrovna – ProQuest LLC, 2013
Although considerable research has focused on the nature of reading-spelling relationships and its implications for practice, most of the literature is outdated, having been published in 1980s and 1990s. Moreover, limitations in the research base inhibit the full understanding of how reading and spelling development influence each other at…
Descriptors: Correlation, Reading Skills, Spelling, Elementary School Students
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Kjeldsen, Ann-Christina; Kärnä, Antti; Niemi, Pekka; Olofsson, Åke; Witting, Katarina – Scientific Studies of Reading, 2014
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group…
Descriptors: Kindergarten, Phonological Awareness, Reading Instruction, Followup Studies
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What Works Clearinghouse, 2013
The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Program Effectiveness, Elementary School Students, Computer Uses in Education
Jones, LaQuanta – ProQuest LLC, 2013
Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…
Descriptors: Reading Skills, Elementary School Students, Grade 3, Statistical Analysis
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Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel – Journal of Educational Psychology, 2010
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…
Descriptors: Alphabets, Writing (Composition), Spelling, Beginning Reading