Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Author
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
Education Level
| Elementary Education | 4 |
| Grade 4 | 4 |
| Intermediate Grades | 4 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 8 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGeorgiou, George K.; Parrila, Rauno; Papadopoulos, Timothy C. – Reading and Writing: An Interdisciplinary Journal, 2016
The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean…
Descriptors: Orthographic Symbols, Phonological Awareness, Reading Fluency, Children
Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.; Foorman, Barbara; Petscher, Yaacov; Schatschneider, Christopher; Tighe, Elizabeth L.; Bishop, M. Denise – Reading and Writing: An Interdisciplinary Journal, 2015
We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Middle School Students
Zhang, Dongbo – Modern Language Journal, 2017
This study examined the similarities and differences in the functioning of component processes underlying first language (L1) and second language (L2) word reading in Chinese. Fourth-grade Chinese children in Singapore were divided into L1 and L2 reader groups based on whether they used Mandarin or English as their home language. Both groups were…
Descriptors: Mandarin Chinese, English, Language Usage, Second Language Learning
Edwards, Oliver W.; Taub, Gordon E. – Journal of Research in Childhood Education, 2016
Research indicates the primary difference between strong and weak readers is their phonemic awareness skills. However, there is no consensus regarding which specific components of phonemic awareness contribute most robustly to reading comprehension. In this study, the relationship among sound blending, sound segmentation, and reading comprehension…
Descriptors: Phonemic Awareness, Reading Comprehension, African American Students, Charter Schools
