Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Scientific Studies of Reading | 6 |
Author
| Kuperman, Victor | 2 |
| Van Dyke, Julie A. | 2 |
| Cain, Kate | 1 |
| Castles, Anne | 1 |
| Henry, Regina | 1 |
| Hulme, Charles | 1 |
| Matsuki, Kazunaga | 1 |
| Oakhill, Jane V. | 1 |
| Powell, Daisy | 1 |
| Stainthorp, Rhona | 1 |
| Stuart, Morag | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 3 |
| Grade 3 | 3 |
| Higher Education | 3 |
| Grade 2 | 2 |
| Grade 4 | 2 |
| Postsecondary Education | 2 |
| Primary Education | 2 |
| Early Childhood Education | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Gray Oral Reading Test | 1 |
| Neale Analysis of Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKuperman, Victor; Van Dyke, Julie A.; Henry, Regina – Scientific Studies of Reading, 2016
The present study examined the "visual scanning hypothesis", which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3…
Descriptors: Eye Movements, Naming, Reading Ability, Undergraduate Students
Wang, Hua-Chen; Wass, Malin; Castles, Anne – Scientific Studies of Reading, 2017
Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…
Descriptors: Paired Associate Learning, Orthographic Symbols, Foreign Countries, Grade 3
Matsuki, Kazunaga; Kuperman, Victor; Van Dyke, Julie A. – Scientific Studies of Reading, 2016
Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…
Descriptors: Reading Ability, Statistical Analysis, Research Methodology, Inferences
Powell, Daisy; Stainthorp, Rhona; Stuart, Morag – Scientific Studies of Reading, 2014
The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…
Descriptors: Foreign Countries, Reading Strategies, Naming, Elementary School Students
Warmington, Meesha; Hulme, Charles – Scientific Studies of Reading, 2012
This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…
Descriptors: Phonemes, Paired Associate Learning, Word Recognition, Reading Skills
Oakhill, Jane V.; Cain, Kate – Scientific Studies of Reading, 2012
We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6;…
Descriptors: Foreign Countries, Reading Comprehension, Word Recognition, Accuracy
