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Psyridou, Maria; Tolvanen, Asko; Patel, Priyanka; Khanolainen, Daria; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna – Scientific Studies of Reading, 2023
Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…
Descriptors: Reading Difficulties, Networks, Artificial Intelligence, Predictor Variables
Turunen, Tiina; Kiuru, Noona; Poskiparta, Elisa; Niemi, Pekka; Nurmi, Jari-Erik – Scientific Studies of Reading, 2019
School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish…
Descriptors: Reading Research, Behavior Problems, Victims, Bullying
Erbeli, Florina; He, Kai; Cheek, Connor; Rice, Marianne; Qian, Xiaoning – Scientific Studies of Reading, 2023
Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…
Descriptors: At Risk Students, Reading Difficulties, Classification, Comparative Analysis
Rakhlin, Natalia; Mourgues, Catalina; Logvinenko, Tatiana; Kornev, Alexander N.; Grigorenko, Elena L. – Scientific Studies of Reading, 2023
Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…
Descriptors: Reading Difficulties, Reading Research, Reading Fluency, Reading Processes
Olson, Richard K. – Scientific Studies of Reading, 2004
Environment and Genes are often found in the titles of my articles, but this is the first and most likely the last of my titles to include SSSR. This article is based on my presidential address at the 10th annual meeting of the Society for the Scientific Study of Reading (SSSR) in Boulder, Colorado (2003), so I begin with some reflection on the…
Descriptors: Environmental Influences, Genetics, Reading Difficulties, Reading Research
Rapp, David N.; van den Broek, Paul; McMaster, Kristen L.; Kendeou, Panayiota; Espin, Christine A. – Scientific Studies of Reading, 2007
Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have…
Descriptors: Reading Comprehension, Reading Processes, Researchers, Teaching Methods

Samuelsson, Stefan; Herkner, Birgitta; Lundberg, Ingvar – Scientific Studies of Reading, 2003
Addresses how prison inmates or juvenile delinquents have been consistently compared with norms obtained for either an adult population or same-age comparison groups with more favorable opportunities to develop reading and writing skills. Concludes that prison inmates in Sweden possess reading and writing skills that are comparable to those found…
Descriptors: Dyslexia, Foreign Countries, Higher Education, Prisoners
Rapid Naming and Phonemic Awareness: Contributions to Reading, Spelling, and Orthographic Knowledge.

Sunseth, Kim; Greig Bowers, Patricia – Scientific Studies of Reading, 2002
Studies the reading, spelling, and orthographic skills of Grade 3 children who met their criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Reveals main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. (SG)
Descriptors: Grade 3, Primary Education, Reading Achievement, Reading Difficulties
Sandak, Rebecca; Mencl, W. Einar; Frost, Stephen J.; Pugh, Kenneth R. – Scientific Studies of Reading, 2004
In recent years, significant progress has been made in the study of reading and reading disability with the use of functional neuroimaging techniques. There is substantial converging evidence that skilled word recognition requires the development of a highly integrated cortical system that includes left hemisphere dorsal, ventral, and anterior…
Descriptors: Word Recognition, Brain Hemisphere Functions, Reading Difficulties, Reading Instruction

Foorman, Barbara R.; Francis, David J.; Winikates, Debbie; Mehta, Paras; Schatschneider, Christopher; Fletcher, Jack M. – Scientific Studies of Reading, 1997
Examines effectiveness of three different reading interventions in reading disabled second and third graders. Compares growth in phonological and orthographic processing and word reading. Finds the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Concludes that synthetic…
Descriptors: Early Intervention, Instructional Effectiveness, Phonics, Primary Education

Wolf, Maryanne; Katzir-Cohen, Tami – Scientific Studies of Reading, 2001
Confronts 3 large lacunae in research on reading fluency: definition, component structure, and theory-based intervention. Presents a developmental- and component-based definition of reading fluency. Discusses how different types of current fluency interventions correspond to particular components in fluency's structure and to particular phases of…
Descriptors: Definitions, Elementary Education, Reading Comprehension, Reading Difficulties

O'Connor, Rollanda E.; Jenkins, Joseph R. – Scientific Studies of Reading, 1999
Attempts to better identify the at-risk children with reading disabilities to aid in early intervention before they encounter the years of reading failure usually associated with a formal diagnosis of reading disabilities. Tries to develop a small set of phonological, letter, and memory tasks that would reliably identify children likely to develop…
Descriptors: Disability Identification, Early Intervention, Grade 1, High Risk Students

Gustafson, Stefan – Scientific Studies of Reading, 2001
Identifies subgroups of children with reading disabilities using the regression method--children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants.…
Descriptors: Cognitive Ability, Decoding (Reading), Developmental Delays, Disability Identification

Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A. – Scientific Studies of Reading, 1997
Reports preliminary results of a 2.5 year project in which 138 special needs children received instruction by three methods which differed in intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies. Finds a clear advantage in phonetic reading ability for one group of children at the end of…
Descriptors: Early Intervention, Instructional Effectiveness, Primary Education, Reading Difficulties

Booth, James R.; Perfetti, Charles A.; MacWhinney, Brian; Hunt, Sean B. – Scientific Studies of Reading, 2000
Supports a differential development model of reading disability that argues deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing; and, for adults, continued deficits in…
Descriptors: Adults, Auditory Stimuli, Elementary Education, Learning Disabilities
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