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Direct linkKim, Ae-Hwa; Kim, Ui Jung; Kim, Jae Chul; Vaughn, Sharon – Learning Disability Quarterly, 2021
The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…
Descriptors: Classification, Korean, Reading Achievement, Elementary School Students
Nelson, Nickola Wolf; Plante, Elena; Anderson, Michele; Applegate, E. Brooks – Journal of Speech, Language, and Hearing Research, 2022
Purpose: This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years. Method: A stratified secondary data set of 1,500 participants…
Descriptors: Oral Language, Written Language, Language Tests, Literacy
Stuart, Nichola J.; Connelly, Vincent; Dockrell, Julie E. – Reading and Writing: An Interdisciplinary Journal, 2020
Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has remained relatively unexplored and is a notable gap in our understanding of writing development. To evaluate the role of verbs in the written narrative texts of children, we…
Descriptors: Verbs, Academic Language, Written Language, Elementary School Students
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
Xu, Zhengye; Liu, Duo; Joshi, R. Malatesha – Journal of Educational Psychology, 2020
In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of…
Descriptors: Psychomotor Skills, Handwriting, Orthographic Symbols, Written Language
Fragkouli, Konstantina; Antoniou, Faye; Mouzaki, Angeliki; Ralli, Asimina M.; Kokkali, Vasiliki; Alexoudi, Kariofyllia – Reading & Writing Quarterly, 2022
The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…
Descriptors: Intervention, Spelling, At Risk Students, Reading Fluency
Tobia, Valentina; Ciancaleoni, Matteo; Bonifacci, Paola – Language Testing, 2017
In this study, two alternative theoretical models were compared, in order to analyze which of them best explains primary school children's text comprehension skills. The first one was based on the distinction between two types of answers requested by the comprehension test: local or global. The second model involved texts' input modality: written…
Descriptors: Elementary School Students, Language Tests, Foreign Countries, Comparative Analysis
Berube, Daniel; Marinova-Todd, Stefka H. – International Journal of Multilingualism, 2012
The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…
Descriptors: Reading Comprehension, Multilingualism, Language Classification, Grade 4
