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Direct linkMervis, Carolyn B.; Greiner de Magalhães, Caroline; Cardoso-Martins, Cláudia – Reading and Writing: An Interdisciplinary Journal, 2022
We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal…
Descriptors: Genetic Disorders, Reading Skills, Reading Comprehension, Decoding (Reading)
Larigauderie, Pascale; Guignouard, Coralie; Olive, Thierry – Reading and Writing: An Interdisciplinary Journal, 2020
The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical spelling errors. Before performing error detection tasks, undergraduate participants completed a battery of tasks to evaluate their non-executive (verbal and visuospatial storage)…
Descriptors: Proofreading, Short Term Memory, Phonology, Grammar
Wassenburg, Stephanie I.; Beker, Katinka; van den Broek, Paul; van der Schoot, Menno – Reading and Writing: An Interdisciplinary Journal, 2015
Narratives typically consist of information on multiple aspects of a situation. In order to successfully create a coherent representation of the described situation, readers are required to monitor all these situational dimensions during reading. However, little is known about whether these dimensions differ in the ease with which they can be…
Descriptors: Grade 4, Grade 6, Reading Skills, Emotional Response
Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus – Reading and Writing: An Interdisciplinary Journal, 2014
The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same…
Descriptors: Short Term Memory, Longitudinal Studies, Executive Function, Literacy
Bourke, Lorna; Davies, Simon J.; Sumner, Emma; Green, Carolyn – Reading and Writing: An Interdisciplinary Journal, 2014
Visually mediated processes including, exposure to print (e.g. reading) as well as orthographic transcription and coding skills, have been found to contribute to individual differences in literacy development. The current study examined the role of visuospatial working memory (WM) in underpinning this relationship and emergent writing. One hundred…
Descriptors: Individual Differences, Writing Skills, Spatial Ability, Coding
Davidse, N. J.; De Jong, M. T.; Bus, A. G. – Reading and Writing: An Interdisciplinary Journal, 2014
How can it be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control,…
Descriptors: Emergent Literacy, Numeracy, Correlation, Rhyme
Alamargot, Denis; Lambert, Eric; Thebault, Claire; Dansac, Christophe – Reading and Writing: An Interdisciplinary Journal, 2007
The aim of this study was to compare the compositional performances of deaf and hearing students and to investigate the relationships between these performances and working memory capacities. Fifteen prelingually deaf, sign-using students and 15 hearing students composed a descriptive text and performed working memory tasks. The deaf students had…
Descriptors: Writing (Composition), Writing Skills, Deafness, Short Term Memory
