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Direct linkGeorgiou, George K.; Vieira, Ana Paula Alves; Rothou, Kyriakoula M.; Kirby, John R.; Antoniuk, Andrea; Martinez, Dalia; Guo, Kan – Scientific Studies of Reading, 2023
Purpose: We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method: We reviewed 40 studies published…
Descriptors: Morphology (Languages), Children, Dyslexia, Phonological Awareness
Tibi, Sana; Edwards, Ashley A.; Schatschneider, Christopher; Lombardino, Linda J.; Kirby, John R.; Salha, Soheil H. – Reading and Writing: An Interdisciplinary Journal, 2021
Little research has been conducted on Arabic letter knowledge. This study investigates the nature of Arabic letter knowledge, its dimensionality, and the relative difficulty of letter knowledge items, all within an item response theory (IRT) framework. Three letter knowledge tests were administered to 142 native Arabic-speaking kindergarteners…
Descriptors: Item Response Theory, Semitic Languages, Alphabets, Reading Tests
Reading Fluency in Chinese Children with Reading Disabilities and/or ADHD: A Key Role for Morphology
Li, Miao; Georgiou, George; Kirby, John R.; Frijters, Jan C.; Zhao, Wei; Wang, Tingzhao – Journal of Learning Disabilities, 2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…
Descriptors: Students with Disabilities, Grade 1, Grade 2, Grade 3
Kirby, John R.; Georgiou, George K.; Martinussen, Rhonda; Parrila, Rauno – Reading Research Quarterly, 2010
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low…
Descriptors: Identification, Reading Research, Phonological Awareness, At Risk Students
Deacon, S. Helene; Wade-Woolley, Lesly; Kirby, John R. – Journal of Research in Reading, 2009
This study examines whether orthographic processing transfers across languages to reading when the writing systems under acquisition are sufficiently related. We conducted a study with 76 7-year-old English-first-language children in French immersion. Measures of English and French orthographic processing (orthographic choice tasks) and…
Descriptors: Reading Difficulties, French, Nonverbal Ability, English
Kemp, Nenagh; Parrila, Rauno K.; Kirby, John R. – Dyslexia, 2009
Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote…
Descriptors: Cues, Spelling, Dyslexia, Adults
Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2009
We examined (a) how rapid automatized naming (RAN) components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from…
Descriptors: Reading Difficulties, Reading Fluency, Grade 5, Grade 4
Georgiou, George K.; Parrila, Rauno; Kirby, John R.; Stephenson, Kathy – Scientific Studies of Reading, 2008
This study examines (a) how rapid automatized naming (RAN) speed components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN…
Descriptors: Reading Difficulties, Reading Fluency, Phonological Awareness, Grade 2
