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Direct linkMaria-José González-Valenzuela; Dolores López-Montiel; Fatma Chebaani; Marta Cobos-Cali; Elisa Piedra-Martínez; Isaías Martín-Ruiz – European Journal of Psychology of Education, 2025
This study analyses the impact of certain cognitive processes on the writing of words in languages with different orthographic consistency (Spanish and Arabic) in the first and second years of Primary Education. One hundred twenty-eight schoolchildren from Ecuador and 109 from Algiers participated in this study. All the participants were aged…
Descriptors: Foreign Countries, Elementary School Students, Spanish, Arabic
González-Valenzuela, Maria-José; López-Montiel, Dolores; Chebaani, Fatma; Cobos-Cali, Marta; Piedra-Martínez, Elisa; Martin-Ruiz, Isaías – Journal of Psycholinguistic Research, 2023
This study analyzes the impact of certain cognitive processes on word and pseudoword reading in languages with different orthographic consistency (Spanish and Arabic) in the first year of Primary Education. The study was conducted with a group of 113 pupils from Algeria and another group of 128 pupils from Ecuador, from a middle-class background…
Descriptors: Predictor Variables, Cognitive Processes, Reading Processes, Word Recognition
Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
Fernandes, Tânia; Leite, Isabel; Kolinsky, Régine – Child Development, 2016
At what point in reading development does literacy impact object recognition and orientation processing? Is it specific to mirror images? To answer these questions, forty-six 5- to 7-year-old preschoolers and first graders performed two same-different tasks differing in the matching criterion-orientation-based versus shape-based (orientation…
Descriptors: Emergent Literacy, Cognitive Processes, Preschool Children, Elementary School Students
Download full textWhat Works Clearinghouse, 2015
The "Lindamood Phonemic Sequencing"® program is designed to improve reading and spelling skills by teaching students the skills needed to decode and encode words and to identify individual sounds and blends in words. The WWC has updated its 2008 review of "Lindamood Phonemic Sequencing"® to include 16 new studies, two of which…
Descriptors: Reading Skills, Spelling, Reading Instruction, Decoding (Reading)
Peer reviewedNeuhaus, Graham F.; Swank, Paul R. – Journal of Learning Disabilities, 2002
First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…
Descriptors: Alphabets, Beginning Reading, Cognitive Processes, Grade 1
