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Direct linkSamanmali P. Sumanasena; L. B. Thilini C. Lokubalasuriya; Rajphriyadharshini Rajmohan; W. K. Hasini Iranthika; D. Chamilka C. Sooriyaarachchi; Wageesha P. Widanapathirane; J. Sachini U. Wijesiri; Sambavi Arulananthan; Tamara G. Handy; Balachandran Kumarendran – Annals of Dyslexia, 2025
A descriptive cross-sectional study was undertaken with Sinhala speaking students from grades 1 and 2 in the Gampaha District of Sri Lanka to determine how akshara graphical features influence emerging reading skills. A battery of locally validated assessments evaluated akshara knowledge (recognition and production), word reading (accurate and…
Descriptors: Beginning Reading, Grade 2, Grade 1, Elementary School Students
The Relationship between Paired Associate Learning and Chinese Word Reading in Kindergarten Children
Liu, Catrina; Chung, Kevin Kien Hoa; Wang, Li-Chih; Liu, Duo – Journal of Research in Reading, 2021
Background: Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods: A total of 204 second-year kindergarten children from Mainland China were…
Descriptors: Correlation, Paired Associate Learning, Chinese, Reading Skills
Liu, Duo; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2020
The present study explored the mediating effect of word detection on the relationship between visual-spatial attention and reading comprehension in Chinese. The participants included 287 Hong Kong Chinese children (167 third graders, 84 girls, "mean age" = 8.73, SD = 0.49, and 120 fourth graders, 45 girls, "mean age" = 9.93, SD…
Descriptors: Foreign Countries, Visual Perception, Spatial Ability, Attention
Download full textSmail Layes; Kamel Layes – Arab Journal of Applied Linguistics, 2023
The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…
Descriptors: Phonology, Language Processing, Reading Processes, Phonological Awareness
Huo, Shuting; Zhang, Xiao; Law, Yin Kum – Journal of Educational Psychology, 2021
Drawing on Geary's (1995) evolution-based model of cognitive and academic development, this study investigated the relation between biologically primary skills (vocabulary, executive functions, and visual-spatial processing) and subsequent word reading and calculation. It also examined the extent to which these relations were mediated by…
Descriptors: Foreign Countries, Kindergarten, Socioeconomic Status, Vocabulary Development
Cameron, Claire E.; Kim, Helyn; Duncan, Robert J.; Becker, Derek R.; McClelland, Megan M. – Grantee Submission, 2019
This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N=555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF…
Descriptors: Cognitive Ability, Academic Ability, Executive Function, Spatial Ability
Bar-Kochva, Irit – Reading and Writing: An Interdisciplinary Journal, 2013
Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited.…
Descriptors: Silent Reading, Reading Skills, Phonological Awareness, Semitic Languages
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
