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RAN as a Predictor of Reading Skills, and Vice Versa: Results from a Randomised Reading Intervention
Peer reviewed
Direct linkWolff, Ulrika – Annals of Dyslexia, 2014
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…
Descriptors: Foreign Countries, Reading Skills, Naming, Early Reading
Rasmusson, Maria; Åberg-Bengtsson, Lisbeth – Scandinavian Journal of Educational Research, 2015
Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall…
Descriptors: Foreign Countries, Reading Achievement, Student Evaluation, Educational Games
Johansson, Stefan; Strietholt, Rolf; Rosén, Monica; Myrberg, Eva – School Effectiveness and School Improvement, 2014
The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements' of pupils' reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3.…
Descriptors: Inferences, Reading Skills, Teacher Competencies, Reading Achievement
Erickson, Gudrun; Åberg-Bengtsson, Lisbeth; Gustafsson, Jan-Eric – Educational Research and Evaluation, 2015
The present study explored data from a survey of students' performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses,…
Descriptors: Factor Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Johansson, Stefan – Large-scale Assessments in Education, 2013
Background: This study explored the credibility of Swedish third-grade students' self-assessments of their reading achievement by relating those assessments to two different criteria--teachers' judgments and students' reading test scores. Student gender and socioeconomic status (SES) were introduced to determine to what extent, if any, these…
Descriptors: Reading Skills, Self Evaluation (Individuals), Grade 3, Elementary School Students
