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Gustafson, Stefan; Samuelsson, Christina; Johansson, Ellinor; Wallmann, Julia – Scandinavian Journal of Educational Research, 2013
According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into…
Descriptors: Foreign Countries, Reading Ability, Reading Comprehension, Decoding (Reading)
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Van den Broeck, Wim; Geudens, Astrid – Cognitive Psychology, 2012
Theoretical and computational models of reading have traditionally been informed by specific characteristics of disabled readers. One of the most frequently studied marker effects of developmental dyslexia is the nonword-reading deficit. Disabled readers are generally believed to show a specific problem in reading nonwords. This study presents a…
Descriptors: Reading Difficulties, Dyslexia, Reading Ability, Models
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Hurst, Sylvia; Griffity, Priscilla – Middle Grades Research Journal, 2015
The purpose of this research was to examine the effect of teacher read-aloud on adolescent learning in science and variation according to individual reading ability. The study gathered both quantitative and qualitative data for analysis from 2 treatment procedures. All seventh and eighth grade students participated in 2 consecutive units of study:…
Descriptors: Adolescent Attitudes, Adolescents, Reading Aloud to Others, Pretests Posttests
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Willis, Martin; Ohashi, Yoshie – Language Learning Journal, 2012
Vocabulary is an essential component of language. It is central to reading ability, writing ability and listening ability, and the most important aspect of second-language (L2) knowledge for academic achievement. The aim of this paper is to investigate quantitatively some of the factors that make some L2 words more difficult to learn and retain…
Descriptors: Reading Difficulties, Writing Ability, Reading Ability, Vocabulary Development
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Holliman, Andrew J.; Wood, Clare; Sheehy, Kieron – Journal of Educational Psychology, 2010
There is a growing literature demonstrating that speech rhythm sensitivity is related to children's reading development, independent of phonological awareness. However, the precise nature of this relationship is less well understood, and further research is warranted to investigate whether speech rhythm sensitivity predicts the different…
Descriptors: Reading Fluency, Phonological Awareness, Reading Ability, Reading Instruction
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Kelly, Barbara – Educational Research, 1998
Unsupported assumptions that dyslexics differ from other poor readers by having higher intelligence are challenged by a developmental model proposing that reading difficulty results from early language delays and environmental factors. A mixed transactional model that incorporates early language problems and IQ may be more appropriate. (SK)
Descriptors: Cognitive Processes, Developmental Stages, Dyslexia, Intelligence Quotient
Lilles, Elena; Griffiths, Amy-Jane; Lee, Allison; Cardenas, Santiago; Chacko, Yasmin; Jimerson, Shane R. – California School Psychologist, 2008
Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students'…
Descriptors: Reading Difficulties, Intervention, Consultants, School Psychologists
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Hynd, George W.; Hynd, Cynthia R. – Reading Research Quarterly, 1984
Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)
Descriptors: Anatomy, Dyslexia, Learning Disabilities, Models
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van Kleeck, Anne – Journal of Children's Communication Development, 1998
Provides a model of the domains of preliteracy development that contains four components: an orthographic, phonological, meaning, and context processor. The relationship of subskills to prereading activities and later reading is discussed. Developmental progressions for various preliteracy skills are identified, and methods of assessing…
Descriptors: Child Development, Developmental Stages, Evaluation Methods, Literacy
Perfetti, Charles A. – 1983
One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial identification threshold is a multiplicative…
Descriptors: Comparative Analysis, Context Clues, Decoding (Reading), Models
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Sawyer, Diane J. – Journal of Learning Disabilities, 1992
This study evaluated Frith's 3-phase model of reading acquisition with 300 children in 2 cohorts who were followed from kindergarten through grade 3. Varying relationships were found among global language abilities, word recognition abilities, and reading comprehension depending on grade level. Implications for the study and treatment of…
Descriptors: Age Differences, Beginning Reading, Dyslexia, Intervention
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Stanovich, Keith E.; And Others – Reading Research Quarterly, 1986
Reports that although the traditional domain of developmental lag models has been dyslexia, this type of model is actually more helpful as an aid to understanding the normal achievement variations found among nondyslexic children. (FL)
Descriptors: Developmental Stages, Elementary Education, Grade 3, Grade 5
Spear-Swerling, Louise; Sternberg, Robert J. – 1995
This paper presents a cognitive model of reading disability that looks at how the disability develops across the age and grade span and how it relates to the process of reading acquisition in normal-achieving readers. The model uses the metaphor of a "road map," which identifies the normal road to proficient reading through six phases: visual-cue…
Descriptors: Beginning Reading, Cognitive Processes, Developmental Stages, Disability Identification