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Direct linkMarinus, Eva; Kezilas, Yvette; Kohnen, Saskia; Robidoux, Serje; Castles, Anne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…
Descriptors: Alphabets, Elementary School Students, Grade 1, Grade 2
Košak-Babuder, Milena; Kormos, Judit; Ratajczak, Michael; Pižorn, Karmen – Language Testing, 2019
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners' language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently…
Descriptors: Dyslexia, Identification, Scores, English (Second 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
Download full textBulunuz, Nermin; Bulunuz, Mizrap; Karagöz, Funda; Tavsanli, Ömer Faruk – Journal of Education in Science, Environment and Health, 2016
The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…
Descriptors: Middle School Students, Academic Achievement, Standardized Tests, Science Tests
Bulunuz, Nermin; Bulunuz, Mizrap; Karagoz, Funda; Tavsanli, Omer Faruk – Online Submission, 2016
The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…
Descriptors: Middle School Students, Academic Achievement, Standardized Tests, Science Tests
Zwitserlood, Rob; van Weerdenburg, Marjolijn; Verhoeven, Ludo; Wijnen, Frank – Journal of Speech, Language, and Hearing Research, 2015
Purpose: The purpose of this study was to identify the development of morphosyntactic accuracy and grammatical complexity in Dutch school-age children with specific language impairment (SLI). Method: Morphosyntactic accuracy, the use of dummy auxiliaries, and complex syntax were assessed using a narrative task that was administered at three points…
Descriptors: Morphology (Languages), Syntax, Grammar, Language Tests
Charitaki, Garyfalia; Baralis, Georgios; Polycronopoulou, Stavroula; Lappas, Dionyssios; Soulis, Spyridon-Georgios – Online Submission, 2015
Aims: Through this qualitative approach we intent to investigate the existence of patterns in errors that children with Down's syndrome make while counting. Study Design: The current study can be described as descriptive correlational, while we are also trying to extract data through qualitative analysis. Place and Duration of Study: In the…
Descriptors: Correlation, Down Syndrome, Difficulty Level, Numeracy
Hill, Kent – TESL-EJ, 2015
Simultaneous with a call for standardized assessments to assess developing rather than preexisting or surface knowledge (Sawyer, 2006) has been a growth in awareness of the unavoidable interactive nature of any form of assessment and this awareness has created a social turn towards approaches to language assessment (McNamara & Roever, 2006).…
Descriptors: Second Language Learning, Second Language Instruction, Language Tests, Pretests Posttests
de Villiers, Celéste; Hopkins, Sarah – Mathematics Education Research Group of Australasia, 2013
Counting strategies initially used by young children to perform simple addition are often replaced by more efficient counting strategies, decomposition strategies and rule-based strategies until most answers are encoded in memory and can be directly retrieved. Practice is thought to be the key to developing fluent retrieval of addition facts. This…
Descriptors: Addition, Mathematics Instruction, Mathematics Skills, Computation
Gardner, John – Oxford Review of Education, 2013
Evidence from recent research suggests that in the UK the public perception of errors in national examinations is that they are simply mistakes; events that are preventable. This perception predominates over the more sophisticated technical view that errors arise from many sources and create an inevitable variability in assessment outcomes. The…
Descriptors: Educational Assessment, Public Opinion, Error of Measurement, Foreign Countries
Stamper, John, Ed.; Pardos, Zachary, Ed.; Mavrikis, Manolis, Ed.; McLaren, Bruce M., Ed. – International Educational Data Mining Society, 2014
The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…
Descriptors: Information Retrieval, Data Processing, Data Analysis, Data Collection
Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006
This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz:…
Descriptors: Program Effectiveness, Foreign Countries, Symbols (Mathematics), Preservice Teacher Education
