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Aparicio, Xavier; Mégalakaki, Olga; Drai-Zerbib, Véronique; Baccino, Thierry – Scientific Studies of Reading, 2022
Purpose: The aim of this study is to evaluate the influence of explanatory texts characteristics on comprehension performances in children from 2nd to 9th grade. Method: Several metrics have been applied to 40 explanatory texts, accounting for length, complexity and age accuracy. Children were asked to read an age-appropriate text, and answer…
Descriptors: Reading Comprehension, French, Student Characteristics, Elementary School Students
Yildiz, Mustafa; Çetinkaya, Ezgi – Universal Journal of Educational Research, 2017
This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…
Descriptors: Attention, Reading Fluency, Reading Comprehension, Reading Ability
van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo – Scientific Studies of Reading, 2018
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…
Descriptors: Children, Mild Intellectual Disability, Reading Comprehension, Longitudinal Studies
Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei – Reading and Writing: An Interdisciplinary Journal, 2018
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and…
Descriptors: Story Telling, Reading Comprehension, Longitudinal Studies, Decoding (Reading)
Paleczek, Lisa; Seifert, Susanne; Gasteiger-Klicpera, Barbara – Psychology in the Schools, 2017
The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders' reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were…
Descriptors: Reading Ability, Teacher Attitudes, Grade 3, Grade 2
Holahan, John M.; Ferrer, Emilio; Shaywitz, Bennett A.; Rock, Donald A.; Kirsch, Irwin S.; Yamamoto, Kentaro; Michaels, Reissa; Marchione, Karen E.; Shaywitz, Sally E. – Journal of Psychoeducational Assessment, 2018
We systematically assessed the relationships between growth of four components of verbal ability--Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale-Revised--and longitudinal growth from Grades 1 to 9 of the Woodcock-Johnson Psycho-Educational Battery Passage Comprehension subtest while controlling…
Descriptors: Student Development, Reading Achievement, Reading Comprehension, Verbal Ability
Zhang, Haomin – Reading & Writing Quarterly, 2017
The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 2
Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride-Chang, Catherine – Journal of Research in Reading, 2014
This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…
Descriptors: Foreign Countries, Reading Comprehension, Syntax, Longitudinal Studies
Vosniadou, Stella; Skopeliti, Irini – International Journal of Science Education, 2017
The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled…
Descriptors: Misconceptions, Science Instruction, Prior Learning, Elementary School Students
Layes, Smail; Lalonde, Robert; Rebaï, Mohamed – Reading & Writing Quarterly, 2017
This study explored the role and extent of the involvement of morphological awareness (MA) in contrast to rapid automatized naming (RAN) in word reading and comprehension of Arabic as a morphologically based orthography. We gave measures of word reading, reading comprehension, MA, and RAN in addition to a nonverbal mental ability test to 3 groups…
Descriptors: Morphology (Languages), Grade 4, Dyslexia, Elementary School Students
Zhang, Haomin – Reading Psychology, 2016
This study explored the concurrent and longitudinal effects of morphological awareness on the development of reading comprehension among Chinese-speaking children (N = 123, mean[subscript age] = 8.1 at Time 2). Drawing upon multivariate analyses, the study found that morphological awareness and lexical inferencing ability were intertwined together…
Descriptors: Reading Comprehension, Morphology (Languages), Chinese, Multivariate Analysis
Foorman, Barbara R.; Petscher, Yaacov; Stanley, Christopher – Society for Research on Educational Effectiveness, 2016
The idea of targeting reading instruction to profiles of students' strengths and weaknesses in component skills is central to teaching. However, these profiles are often based on unreliable descriptions of students' oral reading errors, text reading levels, or learning profiles. This research utilized latent profile analysis (LPA) to examine…
Descriptors: Profiles, Reading Skills, Language Skills, Statistical Analysis
Dennis, Minyi Shih; Bryant, Brian R.; Calhoon, Mary Beth – International Journal for Research in Learning Disabilities, 2016
Oral reading fluency (ORF) has been widely used as a measure of students' overall reading competency. However, accuracy, or words correct per minute (wcpm), derived from ORF testing may not reveal all aspects of a student's reading abilities. The present study investigated the oral reading miscue patterns of students with and without learning…
Descriptors: Oral Reading, Reading Fluency, Reading Comprehension, Silent Reading
Arcand, Marie-Soleil; Dion, Eric; Lemire-Théberge, Léonie; Guay, Marie-Hélène; Barrette, Anne; Gagnon, Vickie; Caron, Pier-Olivier; Fuchs, Douglas – Scientific Studies of Reading, 2014
It was hypothesized that prosodic reading facilitates beginning readers' comprehension by allowing them to segment the text into meaningful word groups. Two prosodic features of the oral reading of second-grade students were considered: lack of inappropriate pauses and attention to punctuation. To examine the unique contribution of these features…
Descriptors: Beginning Reading, Suprasegmentals, Reading Comprehension, Oral Reading
Mokhtari, Kouider; Niederhauser, Dale S. – International Electronic Journal of Elementary Education, 2013
In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…
Descriptors: Elementary School Students, Grade 5, Reading Comprehension, Vocabulary Development