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Direct linkChristopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K. – Child Development, 2015
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print…
Descriptors: Genetics, Longitudinal Studies, Reading Comprehension, Environmental Influences
Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette – Child Development, 2012
This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…
Descriptors: Evidence, Reading Difficulties, Reading Comprehension, Phonological Awareness
Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J. – Child Development, 2012
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall…
Descriptors: Academic Achievement, School Readiness, Kindergarten, Home Visits
Dickinson, David K.; Porche, Michelle V. – Child Development, 2011
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in…
Descriptors: Reading Comprehension, Play, Low Income, Child Language
Peer reviewedSinger, Martin H.; Crouse, James – Child Development, 1981
The paper's primary purpose is to outline an experimental logic that (1) considers causally prior skills such as nonverbal IQ, vocabulary, and decoding, and (2) emphasizes the relative importance of component reading skills rather than simple differences between groups of good and poor readers. (Author/DB)
Descriptors: Context Clues, Decoding (Reading), Elementary Education, Elementary School Students
Peer reviewedNation, Kate; Snowling, Margaret J. – Child Development, 1998
Two studies examined individual differences in 7- to 10-year-olds' contextual facilitation. Findings indicated that poor readers showed more contextual facilitation than good readers but the relative context benefit was greater for good readers. Comprehension was a better predictor of contextual facilitation that decoding. Dyslexics showed greater…
Descriptors: Children, Comparative Analysis, Context Effect, Decoding (Reading)
Peer reviewedWolf, Maryanne; And Others – Child Development, 1986
Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)
Descriptors: Beginning Reading, Classification, Cognitive Processes, Comparative Analysis
