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Direct linkGraham, Steve; Harris, Karen R.; Adkins, Mary – Reading and Writing: An Interdisciplinary Journal, 2018
The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…
Descriptors: Handwriting, Spelling Instruction, Phonological Awareness, Accuracy
Barth, Amy E.; Barnes, Marcia; Francis, David; Vaughn, Sharon; York, Mary – Reading and Writing: An Interdisciplinary Journal, 2015
Separate mixed model analyses of variance were conducted to examine the effect of textual distance on the accuracy and speed of text consistency judgments among adequate and struggling comprehenders across grades 6-12 (n = 1,203). Multiple regressions examined whether accuracy in text consistency judgments uniquely accounted for variance in…
Descriptors: Reading Comprehension, Reading Difficulties, Accuracy, Statistical Analysis
Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
