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Gerst, Elyssa H.; Cirino, Paul T.; Macdonald, Kelly T.; Miciak, Jeremy; Yoshida, Hanako; Woods, Steven P.; Gibbs, M. Cullen – Journal of Cognition and Development, 2021
The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the…
Descriptors: Cognitive Processes, Reading Processes, Comparative Analysis, Predictor Variables
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Park, Jisook; Miller, Carol A.; Mainela-Arnold, Elina – Journal of Speech, Language, and Hearing Research, 2015
Purpose: This study investigated the relative utility of linguistic and nonlinguistic processing speed tasks as predictors of language impairment (LI) in children across 2 time points. Method: Linguistic and nonlinguistic reaction time data, obtained from 131 children (89 children with typical development [TD] and 42 children with LI; 74 boys and…
Descriptors: Language Processing, Language Impairments, Predictor Variables, Reaction Time
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Potocki, Anna; Sanchez, Monique; Ecalle, Jean; Magnan, Annie – Journal of Learning Disabilities, 2017
This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were…
Descriptors: Executive Function, Children, Adolescents, Reading Difficulties
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Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2009
We examined (a) how rapid automatized naming (RAN) components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from…
Descriptors: Reading Difficulties, Reading Fluency, Grade 5, Grade 4