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Zadunaisky-Ehrlich, Sara; Seroussi, Batia; Stavans, Anat – Journal for the Study of Education and Development, 2021
Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (1) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades; and (2) to reveal the predictive power of cognitive, linguistic and reading variables on…
Descriptors: Elementary School Students, Hebrew, Grade 2, Grade 3
Jody Samuels – ProQuest LLC, 2024
Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…
Descriptors: Reading Fluency, Brain Hemisphere Functions, Naming, Reading Rate
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Tremblay, Kathryn A.; Binder, Katherine S.; Ardoin, Scott P.; Talwar, Amani; Tighe, Elizabeth L. – Journal of Research in Reading, 2021
Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper…
Descriptors: Grade 3, Elementary School Students, Reading Comprehension, Decoding (Reading)
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Steenbeek-Planting, Esther G.; van Bon, Wim H. J.; Schreuder, Robert – Learning and Instruction, 2013
We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level…
Descriptors: Spelling, Vowels, Reading Difficulties, Word Frequency
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Desimoni, Marta; Scalisi, Teresa Gloria; Orsolini, Margherita – Learning and Instruction, 2012
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the…
Descriptors: Foreign Countries, Longitudinal Studies, Predictor Variables, Correlation