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Direct linkCho, Jeung-Ryeul; McBride, Catherine – Journal of Learning Disabilities, 2022
This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean…
Descriptors: Spelling, Korean, Alphabets, Native Language
Download full textMilburn, Trelani F.; Lonigan, Christopher J.; Phillips, Beth M. – Journal of Learning Disabilities, 2019
The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered…
Descriptors: Preschool Children, Phonological Awareness, At Risk Students, Disadvantaged Schools
Caravolas, Markéta – Journal of Learning Disabilities, 2018
Word and pseudoword reading are related abilities fundamental to reading development in alphabetic orthographies. They are respectively assumed to index children's orthographic representations of words, which are in turn acquired through the underlying "self-teaching mechanism" of alphabetic pseudoword decoding. Little is known about…
Descriptors: Reading Skills, Reading Fluency, Reading Comprehension, Decoding (Reading)
Petrill, Stephen A.; Logan, Jessica A. R.; Sawyer, Brook E.; Justice, Laura M. – Journal of Learning Disabilities, 2014
The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive…
Descriptors: Story Reading, Childrens Literature, Correlation, Emergent Literacy
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Peer reviewedWebster, Penelope E.; Plante, Amy Solomon; Couvillion, L. Michael – Journal of Learning Disabilities, 1997
A study examined the effects of overt phonologic impairment on the phonological awareness, verbal working memory, and letter knowledge of 29 children with phonologic impairment and 16 controls (ages 3-6). Children with phonologic impairment performed significantly worse on tasks of verbal working memory, phoneme segmentation, and letter…
Descriptors: Error Analysis (Language), Identification, Letters (Alphabet), Memory
