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Atmaca, Furkan; Yildiz-Demirtas, Vesile – Learning Disability Quarterly, 2023
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study…
Descriptors: Cognitive Development, Training, Reading Skills, Writing Skills
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Taylor, Kala L. H.; Skinner, Christopher H.; Ciancio, Dennis J.; Daniels, Stephanie; Wright, Shelby; Ryan, Kyle; Ruddy, Jonah; Moore, Tara; McCurdy, Merilee; Cihak, David F. – School Psychology, 2020
Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a…
Descriptors: Multicultural Education, Elementary School Students, Reading Instruction, Reading Comprehension
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Knight, Erin; Blacher, Jan; Eisenhower, Abbey – School Psychology, 2019
Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time…
Descriptors: Predictor Variables, Reading Comprehension, Young Children, Autism
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Caravolas, Markéta; Lervåg, Arne; Mikulajová, Marína; Defior, Sylvia; Seidlová-Málková, Gabriela; Hulme, Charles – Scientific Studies of Reading, 2019
The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming,…
Descriptors: Contrastive Linguistics, Longitudinal Studies, Reading Comprehension, Grade 2
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Caravolas, Markéta – Journal of Learning Disabilities, 2018
Word and pseudoword reading are related abilities fundamental to reading development in alphabetic orthographies. They are respectively assumed to index children's orthographic representations of words, which are in turn acquired through the underlying "self-teaching mechanism" of alphabetic pseudoword decoding. Little is known about…
Descriptors: Reading Skills, Reading Fluency, Reading Comprehension, Decoding (Reading)
Knight, Erin; Blacher, Jan; Eisenhower, Abbey – Grantee Submission, 2018
Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time…
Descriptors: Predictor Variables, Reading Comprehension, Young Children, Autism
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Duff, Fiona J.; Reen, Gurpreet; Plunkett, Kim; Nation, Kate – Journal of Child Psychology and Psychiatry, 2015
Background: Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for…
Descriptors: Correlation, Vocabulary, Infants, Language Skills
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Cartwright, Kelly B. – Early Education and Development, 2012
Research Findings: Executive function begins to develop in infancy and involves an array of processes, such as attention, inhibition, working memory, and cognitive flexibility, which provide the means by which individuals control their own behavior, work toward goals, and manage complex cognitive processes. Thus, executive function plays a…
Descriptors: Reading Comprehension, Early Reading, Neurology, Short Term Memory
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Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko – International Journal of Lifelong Education, 2015
In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…
Descriptors: Foreign Countries, Elementary School Students, Learning Strategies, Skill Development
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Wankoff, Lorain Szabo; Cairns, Helen Smith – Communication Disorders Quarterly, 2009
This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities:…
Descriptors: Reading Comprehension, Reading Difficulties, Sentences, Reading Readiness
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Goldman, Susan R. – Journal of Experimental Child Psychology, 1976
Two experiments compare listening and reading comprehension of sentences which follow Minimum Distance Principle and investiagte effect of composition of an experimental presentation list on performance. Implications for assessment of development of language competence are discussed. (Author/HS)
Descriptors: Cognitive Development, Elementary Education, Elementary School Students, Language Acquisition
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Cartwright, Kelly B. – Journal of Literacy Research, 2007
Reading is complex and requires that individuals process many types of information concurrently. Contemporary perspectives on cognitive development focus on the ability to process cognitively complex stimuli, indicate cognitive development is domain-specific, and suggest cognitive development occurs across the lifespan. Yet little work has…
Descriptors: Reading Comprehension, College Students, Semantics, Cognitive Development
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Guthrie, John T. – Reading Teacher, 1978
The development of cognitive processes is essential to the development of reading comprehension skills. (MKM)
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Critical Reading
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Connor, Carol M.; Alberto, Paul A.; Compton, Donald L.; O'Connor, Rollanda E. – National Center for Special Education Research, 2014
Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…
Descriptors: Reading Difficulties, Learning Disabilities, Reading Skills, At Risk Students
Stauffer, Russell G. – Instructor, 1969
Descriptors: Cognitive Development, Oral Reading, Reading Comprehension, Reading Skills
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