Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 7 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| Predictor Variables | 9 |
| Visual Perception | 9 |
| Elementary School Students | 8 |
| Grade 5 | 8 |
| Foreign Countries | 7 |
| Grade 4 | 5 |
| Grade 6 | 5 |
| Phonological Awareness | 5 |
| Correlation | 4 |
| Dyslexia | 4 |
| Reading Skills | 4 |
| More ▼ | |
Source
Author
| Bouakkaz, Torkia | 1 |
| Cherchi, Rossella | 1 |
| Cuadro, Ariel | 1 |
| Dong, Peiqi | 1 |
| Fastame, Maria Chiara | 1 |
| Feng, Shanshan | 1 |
| Ginestet, Emilie | 1 |
| Groen, M. A. | 1 |
| Hung-Ju Tsai | 1 |
| Layes, Smail | 1 |
| Li-Chih Wang | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 8 |
| Reports - Research | 8 |
| Dissertations/Theses -… | 1 |
Education Level
| Elementary Education | 9 |
| Intermediate Grades | 9 |
| Middle Schools | 9 |
| Grade 5 | 8 |
| Early Childhood Education | 5 |
| Grade 4 | 5 |
| Grade 6 | 5 |
| Primary Education | 5 |
| Grade 3 | 3 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 4 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkLi-Chih Wang; Mei-Chih Cheng; Hung-Ju Tsai – Learning Disabilities Research & Practice, 2025
This study investigates facial recognition and the role of theory of mind in Chinese children with dyslexia, addressing a significant gap in research on nonalphabetic dyslexia. Participants were 174 children (85 with dyslexia, 89 typically developing) in Grades 4-6 in Taiwan. Facial recognition, theory of mind, and visual perception were assessed…
Descriptors: Foreign Countries, Theory of Mind, Dyslexia, Grade 4
Liang, Zhanhong; Dong, Peiqi; Zhou, Yanlin; Feng, Shanshan; Zhang, Qiong – British Journal of Educational Psychology, 2022
Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical…
Descriptors: Short Term Memory, Verbal Ability, Visual Perception, Spatial Ability
Valdois, Sylviane; Reilhac, Caroline; Ginestet, Emilie; Line Bosse, Marie – Journal of Learning Disabilities, 2021
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…
Descriptors: Reading Difficulties, Reading Skills, Grade 6, Phonemic Awareness
Layes, Smail; Bouakkaz, Torkia – British Journal of Special Education, 2022
The present study explored whether phonological awareness (PA), morphological awareness (MA) and visual attention (VA) independently predict word and pseudoword reading accuracy in native Arabic-speaking children from grades 4 and 5. A total of 141 participants took part in the study, and were divided into two groups of readers with (n = 30) and…
Descriptors: Reading Processes, Semitic Languages, Syllables, Accuracy
van der Kleij, S. W.; Segers, E.; Groen, M. A.; Verhoeven, L. – Annals of Dyslexia, 2019
The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at…
Descriptors: Dyslexia, Reading Fluency, Reading Skills, Accuracy
Wang, Li-Chih; Yang, Hsien-Ming – Learning Disability Quarterly, 2020
This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
Singer, Vivian; Strasser, Katherine; Cuadro, Ariel – Journal of Educational Psychology, 2019
In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple components of school arithmetic (numeration, computation, and word problems) by analyzing them sequentially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following measures: semantic skills,…
Descriptors: Language Skills, Phonological Awareness, Semantics, Arithmetic
Fastame, Maria Chiara; Cherchi, Rossella; Penna, Maria Pietronilla – International Journal of School & Educational Psychology, 2015
The current research was aimed mainly at exploring the reliability of a short-screening tool developed to self-evaluate visuospatial abilities in children. We presented 290 Italian third, fourth, and fifth graders with the 16-item Shortened Visuospatial questionnaire and several objective measures of intellectual efficiency, such as Raven's…
Descriptors: Questionnaires, Visual Perception, Spatial Ability, Grade 3
Squires, Katie Ellen – ProQuest LLC, 2013
This study investigated the differential contribution of auditory-verbal and visuospatial working memory (WM) on decoding skills in second- and fifth-grade children identified with poor decoding. Thirty-two second-grade students and 22 fifth-grade students completed measures that assessed simple and complex auditory-verbal and visuospatial memory,…
Descriptors: Memory, Short Term Memory, Visual Perception, Spatial Ability
