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Maria Claudia Petrescu; Rena Helms-Park – Journal of Early Childhood Literacy, 2024
This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…
Descriptors: Multilingualism, Decoding (Reading), Word Recognition, Reading Difficulties
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Gonzalez, Juan E. Jimenez; Valle, Isabel Hernandez – Journal of Learning Disabilities, 2000
Forty Spanish-speaking children with reading disability (RD) were matched for age and reading level with normal readers. Since RD children performed more poorly than younger normal readers on a word/nonword naming task in orthographically transparent Spanish, results suggest their poor phonological skills were due to a deficit in phonological…
Descriptors: Developmental Delays, Elementary Education, Language Processing, Learning Disabilities
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Betourne, Lori S.; Friel-Patti, Sandy – Journal of Communication Disorders, 2003
A study involving 17 fourth graders identified as poor readers found the strongest predictors of work attack skills were phonological awareness and grammatical judgment. The combination of phonological awareness, grammatical judgment, phoneme manipulation, and rapid naming of digits accounted for more than half of the variance in word recognition.…
Descriptors: Elementary Education, Grade 4, Grammar, Language Processing
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Juel, Connie – Reading Research Quarterly, 1983
Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)
Descriptors: Adults, Children, Cognitive Processes, Context Clues
Omanson, Richard C. – 1984
Prompted by current theories in reading suggesting that variation in word knowledge affects the processing of not only individual words but also clauses and sentences, this report explores some different ways in which children's comprehension processes may be affected by variation in word knowledge. The report first examines whether the effects of…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Language Processing
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Hill, Roslyn; And Others – Journal of Child Language, 1997
Examines the role of prior intention and knowledge in the comprehension of "forget" by young children. Results reveal that children initially have two interpretations of "forget": an unfilled desire and a state of not knowing. Discusses explanations for the late comprehension of "forget" in terms of representation of knowledge and intention,…
Descriptors: Associative Learning, Cognitive Development, Developmental Stages, Elementary Education
Kinzer, Charles K. – 1983
A specific skill necessary to expand vocabulary is that of acquiring additional meanings for words that have common, already known meanings. A study was conducted to determine if presenting subjects with the known meaning of a word before requiring them to learn a new meaning for it would result in a learning detriment. The study used homonyms…
Descriptors: Cognitive Processes, Developmental Stages, Elementary Education, Grade 2
Nagy, William E.; And Others – 1986
A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from…
Descriptors: Context Clues, Elementary Education, Grade 3, Grade 5
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McKeown, Margaret G. – Reading Research Quarterly, 1985
The process of acquiring word meaning from context was investigated for high- and low-ability fifth-grade children. Findings demonstrated characteristics of processing that differentiate successful and less successful acquisition and underscore the complexity of the meaning-acquisition process. (HOD)
Descriptors: Cognitive Processes, Comparative Analysis, Context Clues, Elementary Education
Samuels, S. J.; And Others – Journal of Verbal Learning and Verbal Behavior, 1978
Reports on a study of word recognition in second grade, fourth grade, sixth grade, and college students, which investigated characteristics of word processing (holistic versus component) at various stages of reading development. (AM)
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Education, Grade 2
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Taylor, H. Gerry; And Others – Applied Psycholinguistics, 1989
Investigation of associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing and academic achievement found that repetition ability was more closely related to reading and spelling skills than to mathematics achievement, while measures of phonological skills…
Descriptors: Academic Achievement, Associative Learning, Cognitive Ability, Comparative Analysis