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Predicting Variation in Word Decoding Development in Deaf and Hard-of-Hearing Children
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Sascha Couvee; Loes Wauters; Harry Knoors; Ludo Verhoeven; Eliane Segers – Reading and Writing: An Interdisciplinary Journal, 2024
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41…
Descriptors: Predictor Variables, Decoding (Reading), Word Recognition, Deafness
Home Literacy Environment Profiles of Children with Language Impairment: Associations with Caregiver- and Child-Specific Factors
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Tambyraja, Sherine R.; Schmitt, Mary Beth; Farquharson, Kelly; Justice, Laura M. – International Journal of Language & Communication Disorders, 2017
Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their…
Descriptors: Family Literacy, Family Environment, Profiles, Children
The Effect of Bilingualism on Letter and Category Fluency Tasks in Primary School Children: Advantage or Disadvantage?
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Kormi-Nouri, Reza; Moradi, Ali-Reza; Moradi, Shahram; Akbari-Zardkhaneh, Saeed; Zahedian, Haedeh – Bilingualism: Language and Cognition, 2012
The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish-Persian bilinguals), and Sanandaj (Kurdish-Persian bilinguals). We separately presented nine Persian…
Descriptors: Monolingualism, Foreign Countries, Grade 1, Language Proficiency
Is There a Causal Link from a Phonological Awareness Deficit to Reading Failure in Children at Familial Risk for Dyslexia?
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Blomert, Leo; Willems, Gonny – Dyslexia, 2010
The knowledge that reading and phonological awareness are mainly reciprocally related has hardly influenced the status of a phonological awareness deficit as the main cause of a reading deficit in dyslexia. Because direct proofs for this theory are still lacking we investigated children at familial risk for dyslexia in kindergarten and first…
Descriptors: Phonological Awareness, Dyslexia, Reading Failure, At Risk Persons
How a Neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and Legible Letter Formations Impacts At-Risk First Graders
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Shaw, Donita Massengill; Sundberg, Mary Lou – Journal of At-Risk Issues, 2008
The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory,…
Descriptors: Summer Schools, Early Reading, Alphabets, Orthographic Symbols
The Grammar of Action and Reversal Errors in Children's Printing.
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Simner, Marvin L. – Developmental Psychology, 1984
Studies predictions about letter reversals made by Goodnow's "grammar of action." Two samples of right- and left-handed children in nursery school through first grade printed from memory immediately after exposure to each of 41 reversible letters and numbers. Results challenge "grammar of action" proposals about the…
Descriptors: Children, Elementary School Students, Grade 1, Kindergarten Children