Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Alphabets | 3 |
| Prediction | 2 |
| Reading Skills | 2 |
| Word Recognition | 2 |
| Cognitive Processes | 1 |
| Contrastive Linguistics | 1 |
| Correlation | 1 |
| Early Reading | 1 |
| Emergent Literacy | 1 |
| English | 1 |
| Foreign Countries | 1 |
| More ▼ | |
Source
| Learning and Individual… | 3 |
Author
| Furnes, Bjarte | 1 |
| Johnston, Rhona S. | 1 |
| McGeown, Sarah P. | 1 |
| Medford, Emma | 1 |
| Roivainen, Eka | 1 |
| Samuelsson, Stefan | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 1 | 1 |
| Grade 2 | 1 |
| Kindergarten | 1 |
Audience
Location
| Australia | 1 |
| Norway | 1 |
| Sweden | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma – Learning and Individual Differences, 2012
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…
Descriptors: Phonics, Early Reading, Phonemic Awareness, Word Recognition
Roivainen, Eka – Learning and Individual Differences, 2011
A review of recent large-scale studies on gender differences in processing speed and on the cognitive factors assumed to affect processing speed was performed. It was found that females have an advantage in processing speed tasks involving digits and alphabets as well as in rapid naming tasks while males are faster on reaction time tests and…
Descriptors: Reaction Time, Alphabets, Short Term Memory, Writing Skills
Furnes, Bjarte; Samuelsson, Stefan – Learning and Individual Differences, 2011
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Word Recognition
