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Sensorimotor Control of Speech and Children's Reading Ability
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van den Bunt, Mark R.; Groen, Margriet A.; Frost, Steve; Lau, Airey; Preston, Jonathan L.; Gracco, Vincent L.; Pugh, Kenneth R.; Verhoeven, Ludo T. W. – Scientific Studies of Reading, 2018
Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound…
Descriptors: Role, Phonology, Psychomotor Skills, Indo European Languages
Links between DRD4, Executive Attention, and Alphabetic Skills in a Nonclinical Sample
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Kegel, Cornelia A. T.; Bus, Adriana G. – Journal of Child Psychology and Psychiatry, 2013
Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…
Descriptors: Genetics, Executive Function, Attention Deficit Hyperactivity Disorder, Correlation
The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion
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Berube, Daniel; Marinova-Todd, Stefka H. – International Journal of Multilingualism, 2012
The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…
Descriptors: Reading Comprehension, Multilingualism, Language Classification, Grade 4
Comparative Reading Speeds with Romanized and Character Texts
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Light, Timothy – Journal of the Chinese Language Teachers Association, 1976
Reports on a study to determine whether students of Chinese read faster when the text is written in characters than when written in Romanization. Results show reading efficiency as determined by speed and errors in translation to be greater with Romanization, while there is more overall accuracy with characters. (CLK)
Descriptors: Alphabets, Chinese, Ideography, Language Instruction
Testing the Reading Ability of Cambodians. General Information Series, No. 7. Indochinese Refugee Education Guides.
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Center for Applied Linguistics, Arlington, VA. – 1975
The purpose of this bulletin is to provide the American educator or sponsor with a set of reading passages in Khmer (the language spoken in Cambodia), so that he will have some means of determining whether or not his Cambodian students can read Khmer. Three short passages have been selected, each given in the Khmer alphabet and in its romanized…
Descriptors: Alphabets, Cambodian, Cambodians, Diagnostic Tests
Some Observations of Reading Behavior of English-Japanese Bilinguals. Working Papers in Linguistics, Vol. 8, No. 1.
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Araman, Bonnie D. – 1976
Twenty English-Japanese bilingual subjects were given the following reading tasks: timed, silent reading of passages in English and Japanese followed by comprehension tests and recognition of tachistoscopic presentations of twenty words in each language. The amount of reading the subjects had done in English and Japanese was assessed in an…
Descriptors: Alphabets, Bilingualism, College Students, English (Second Language)