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Heidi Anne E. Mesmer – Reading and Writing: An Interdisciplinary Journal, 2025
Many initiatives have emphasized the importance of challenging students in text using readability formulas. Almost all formulas employ mean word frequency yet long-standing issues abound. Researchers question using a singular mean with a skewed variable like frequency. They also question the degree to which frequency pinpoints complex words,…
Descriptors: Critical Reading, Word Frequency, Difficulty Level, Elementary Schools
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Schiff, Rachel; Levy-Shimon, Shani; Sasson, Ayelet; Kimel, Ella; Ravid, Dorit – Reading and Writing: An Interdisciplinary Journal, 2023
This study examined affix letter spelling among 6th grade Hebrew-speaking children with dyslexia compared with chronologically age-matched and reading level-matched controls. As different languages are characterized by multiple dimensions of affix spelling complexity, we specifically targeted the following unique dimensions relevant to Hebrew: (1)…
Descriptors: Spelling, Difficulty Level, Dyslexia, Morphemes
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Hautala, Jarkko; Salmerón, Ladislao; Tolvanen, Asko; Loberg, Otto; Leppänen, Paavo – Reading and Writing: An Interdisciplinary Journal, 2022
The associations among readers' cognitive skills (general cognitive ability, reading skills, and attentional functioning), task demands (easy versus difficult questions), and process measures (total fixation time on relevant and irrelevant paragraphs) was investigated to explain task-oriented reading accuracy and efficiency (number of scores in a…
Descriptors: Cognitive Ability, Reading Skills, Difficulty Level, Reading Processes
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Pantazopoulou, Evangelia-Jessica; Polychroni, Fotini; Diakogiorgi, Kleopatra; Georgiou, Vasileios L. – Reading and Writing: An Interdisciplinary Journal, 2022
In this study, we examined the accuracy and consistency of Greek-speaking children with spelling difficulties using a spelling level-matched design at two time points. Eighty-seven children were selected for inclusion in three groups: a group with spelling difficulties (SpD, n = 22 fifth graders) and two control groups, a chronological age-matched…
Descriptors: Accuracy, Spelling, Morphology (Languages), Grade 5
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Rocha, Renata S.; Castro, São Luís; Limpo, Teresa – Reading and Writing: An Interdisciplinary Journal, 2022
Learning to write is one of the great challenges children face in primary grades, requiring both transcription skills (handwriting and spelling) and executive functions (EFs; working memory, inhibitory control, and cognitive flexibility). Although this claim is widely accepted, the field suffers from some limitations, including few longitudinal…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Grade 5
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Päivinen, Maria; Eklund, Kenneth; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona – Reading and Writing: An Interdisciplinary Journal, 2019
The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties…
Descriptors: Reading Difficulties, Self Efficacy, Beliefs, Reading Achievement
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Rahbari, Noriyeh – Reading and Writing: An Interdisciplinary Journal, 2019
The objective of the present study is to examine the error patterns for Persian reading and spelling when controlling for the complexity level of words. A sample of 140 children attending Grades 1-4 in Iran read and spelled the same words that differed in reading transparency (transparent vs. opaque) and spelling consistency (monographic vs.…
Descriptors: Foreign Countries, Indo European Languages, Error Patterns, Reading Skills
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Jian, Yu-Cin – Reading and Writing: An Interdisciplinary Journal, 2017
This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated…
Descriptors: Cognitive Processes, Reading Processes, Eye Movements, Student Characteristics
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Basaraba, Deni; Yovanoff, Paul; Alonzo, Julie; Tindal, Gerald – Reading and Writing: An Interdisciplinary Journal, 2013
Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student's acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers.…
Descriptors: Reading Comprehension, Emergent Literacy, Reading Tests, Test Items
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Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…
Descriptors: Executive Function, Predictor Variables, Syntax, Difficulty Level