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Kathryn Mathwin; Christine Chapparo; Julianne Challita; Joanne Hinitt – Reading and Writing: An Interdisciplinary Journal, 2024
The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children's alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly…
Descriptors: Alphabets, Writing Skills, Elementary School Students, Memory
Barbara L. Ekelman; Debra A. Dutka; Katherine Fox; Islamiat Adamoh-Faniyan; Astrid Pohl Zuckerman; Barbara A. Lewis – Communication Disorders Quarterly, 2024
The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms in the U.S. Midwest were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance…
Descriptors: Kindergarten, Young Children, Language Impairments, Reading Difficulties
González-Valenzuela, Maria-José; López-Montiel, Dolores; Chebaani, Fatma; Cobos-Cali, Marta; Piedra-Martínez, Elisa; Martin-Ruiz, Isaías – Journal of Psycholinguistic Research, 2023
This study analyzes the impact of certain cognitive processes on word and pseudoword reading in languages with different orthographic consistency (Spanish and Arabic) in the first year of Primary Education. The study was conducted with a group of 113 pupils from Algeria and another group of 128 pupils from Ecuador, from a middle-class background…
Descriptors: Predictor Variables, Cognitive Processes, Reading Processes, Word Recognition
Koponen, Tuire; Eklund, Kenneth; Heikkilä, Riikka; Salminen, Jonna; Fuchs, Lynn; Fuchs, Douglas; Aro, Mikko – Child Development, 2020
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing,…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Reading Fluency
O'Leary, Robin – AERA Online Paper Repository, 2018
The purpose of this experimental study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. Hypotheses included: Preschoolers taught to phonemically segment words with letters would outperform those trained without letters on an invented spelling…
Descriptors: Comparative Analysis, Vocabulary Development, Task Analysis, Memory
Helal, Suha; Weil-Barais, Annick – European Early Childhood Education Research Journal, 2015
The present study investigated the general cognitive determinants of alphabetic letter knowledge. It involved 60 French kindergarten children (mean age: five years six months). Two test batteries were used: the CMS to evaluate general cognitive abilities (memory, attention, and learning), and the LKT to assess letter knowledge and its various…
Descriptors: Alphabets, Emergent Literacy, Kindergarten, Cognitive Ability