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Cross-Lagged Relations between Task-Avoidant Behavior and Literacy Skills in Chinese
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Liao, Chen-Huei; Georgiou, George K.; Zhang, Xiao; Nurmi, Jari-Erik – Learning and Individual Differences, 2013
We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on…
Descriptors: Children, Child Behavior, Reading, Accuracy
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
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Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Learning and Individual Differences, 2010
The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised…
Descriptors: Reading Difficulties, Intervention, Remedial Reading, Reading Fluency