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Direct linkCosta, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Journal of Learning Disabilities, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Peer reviewedFoorman, Barbara R.; Liberman, Dov – Journal of Learning Disabilities, 1989
Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…
Descriptors: Auditory Perception, Grade 1, Phoneme Grapheme Correspondence, Phonics
Peer reviewedWatson, Charles S.; Kidd, Gary R.; Horner, Douglas G.; Connell, Phil J.; Lowther, Andrya; Eddins, David A.; Krueger, Glenn; Goss, David A.; Rainey, Bill B.; Gospel, Mary D.; Watson, Betty U. – Journal of Learning Disabilities, 2003
Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…
Descriptors: Academic Achievement, Beginning Reading, Cluster Analysis, Cognitive Processes
