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Showing 1 to 15 of 106 results Save | Export
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Deborah K. Reed; Adam Reeger; Eliot Hazeltine; Bob McMurray – International Journal for Research in Learning Disabilities, 2023
Teacher judgments of students' reading abilities in the elementary grades have been researched extensively, but less is known about how middle school teachers judge their students' word reading, fluency, vocabulary, and comprehension skills. Such information could be useful when determining which students and reading components would be reasonable…
Descriptors: Middle School Teachers, Middle School Students, Reading Skills, Predictor Variables
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Weiqing Shi; Xin Jiang – Reading and Writing: An Interdisciplinary Journal, 2025
This study explores the effectiveness of machine learning and eye movement features in predicting Chinese reading proficiency. Unlike previous research, which focused on one or two specific levels of eye movement features, this study integrates passage-, sentence- and word-level eye movement features to predict reading proficiency. By analyzing…
Descriptors: Foreign Countries, Undergraduate Students, Predictor Variables, Reading Achievement
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Dorofeeva, Svetlana V.; Iskra, Ekaterina; Goranskaya, Daria; Gordeyeva, Elizaveta; Serebryakova, Margarita; Zyryanov, Andrey; Akhutina, Tatiana V.; Dragoy, Olga – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The main purpose of this study was to investigate whether the performance on each of seven phonological processing (PP) tests from the Russian Test of Phonological Processing (RuToPP), with their varying levels of linguistic complexity and composite phonological indices, are significant predictors of developmental dyslexia (DD) and can…
Descriptors: Russian, Children, Preadolescents, Dyslexia
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Daniel R. Espinas; Jeanne Wanzek – Learning Disabilities Research & Practice, 2024
Facility with learning from multiple text documents is critical for college and career readiness. However, children with reading difficulties and disabilities have been largely excluded from research on multiple document comprehension. Accordingly, little is known about how children with reading difficulties and disabilities perform on…
Descriptors: Students with Disabilities, Grade 3, Elementary School Students, Reading Difficulties
Clauss, Sarah Joan – ProQuest LLC, 2023
This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…
Descriptors: Correlation, Grade 1, Grade 2, Elementary School Students
Min Hyun Oh; Jeannette Mancilla-Martinez; Jin Kyoung Hwang – Grantee Submission, 2023
The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in…
Descriptors: Vocabulary Development, Predictor Variables, Bilingual Education, Bilingual Students
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Joyce, Anna; Breadmore, Helen L. – British Journal of Educational Psychology, 2022
Background: Sleep problems are common in children and are known to detrimentally affect language and cognitive abilities, as well as academic achievement. Aims: We aimed to investigate effects of sleep on oral word and non-word reading in a large, cross-sectional sample of children. Sample: Of 428 children who attended a public psychological…
Descriptors: Sleep, Reading Skills, Oral Reading, Children
Ying Fang; Tong Li; Linh Huynh; Katerina Christhilf; Rod D. Roscoe; Danielle S. McNamara – Grantee Submission, 2023
Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has…
Descriptors: Literacy, Student Evaluation, Educational Games, Literacy Education
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Pritchard, Verena E.; Malone, Stephanie A.; Hulme, Charles – Scientific Studies of Reading, 2021
This study examined the longitudinal relationship between early handwriting skills and the growth of spelling and reading skills in a large sample (N = 569) of 5- to 6-year-old children unselected for ability. The quality of children's handwriting was assessed using five indicators (letter form, slant, rhythm, ability, general appearance).…
Descriptors: Handwriting, Writing Ability, Predictor Variables, Spelling
Magliano, Joseph P.; Higgs, Karyn; Santuzzi, Alecia; Tonks, Stephen M.; O'Reilly, Tenaha; Sabatini, John; Feller, Daniel; Kopatich, Ryan D.; Ray, Melissa; Parker, Christopher – Grantee Submission, 2020
The inference mediation hypothesis (IMH) assumes that individual difference factors that affect reading proficiency have direct and indirect effects on comprehension outcomes, with the indirect effects involving inference processes. The present study tested the IMH in a diverse sample of two and four-year college students in a task that emphasizes…
Descriptors: Hypothesis Testing, Inferences, Individual Differences, Reading Comprehension
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van Dijk, Wilhelmina; Pico, Danielle L.; Kaplan, Rachel; Contesse, Valentina; Lane, Holly B. – Computers in the Schools, 2022
The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these applications is assumed to be helpful for teachers to identify struggling readers. Unfortunately, many teachers are unsure how to use and interpret the plethora of data from these apps. In this longitudinal study, we followed a cohort…
Descriptors: Kindergarten, Grade 1, Reading Difficulties, Data Use
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Shenoy, Sunaina; Wagner, Richard K.; Overton, Kathryn; Rao, Nisha M. – Reading Psychology, 2023
This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3…
Descriptors: Predictor Variables, English (Second Language), Second Language Learning, Reading Achievement
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Farris, Emily A.; Cristan, Theodore; Bernstein, Stuart E.; Odegard, Timothy N. – Annals of Dyslexia, 2021
Resilient readers comprehend written language despite word reading deficits. The reading resiliency framework specifies candidate protective factors hypothesized to mitigate adverse effects on reading comprehension arising from phonological decoding deficiencies and, consequently, illuminates how some individuals exhibit relative reading…
Descriptors: Morphology (Languages), Vocabulary, Predictor Variables, Reading Skills
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Schmidtke, Daniel; Moro, Anna L. – Reading Research Quarterly, 2021
We investigated the word-reading development of adult second-language learners of English. A sample of 70 (Mandarin or Cantonese) Chinese-speaking students enrolled in a university-level English bridging program at a Canadian university silently read passages of text at the beginning and end of the program while their eye movements were recorded.…
Descriptors: College Students, English Language Learners, Foreign Students, Silent Reading
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Clayton, Francina J.; West, Gillian; Sears, Claire; Hulme, Charles; Lervåg, Arne – Scientific Studies of Reading, 2020
It is now widely accepted that phonological language skills are a critical foundation for learning to read (decode). This longitudinal study investigated the predictive relationship between a range of key phonological language skills and early reading development in a sample of 191 children in their first year at school. The study also explored…
Descriptors: Elementary School Students, Grade 1, Beginning Reading, Phoneme Grapheme Correspondence
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