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Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Beginning Reading, Reading Instruction, Phonics, Kindergarten
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Thomas, Aude; Tazouti, Youssef – Education 3-13, 2023
Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years,…
Descriptors: Foreign Countries, Emergent Literacy, Numeracy, Preschool Children
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Greer, Claire W.; Erickson, Karen A. – Reading and Writing: An Interdisciplinary Journal, 2018
There are several factors known to impact the alphabet knowledge of young children without disabilities. The impact of these factors on the alphabet knowledge of students with significant cognitive disabilities is unknown. The purpose of this preliminary investigation was to explore the impact of three factors that might influence uppercase…
Descriptors: Alphabets, Naming, Word Recognition, Intellectual Disability
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Landerl, Karin; Castles, Anne; Parrila, Rauno – Scientific Studies of Reading, 2022
In this paper, we survey current evidence on cognitive precursors of reading in different orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol knowledge, phonological awareness, morphological awareness, and rapid automatized naming were found to be associated with reading acquisition in all orthographies…
Descriptors: Contrastive Linguistics, Alphabets, Written Language, Morphology (Languages)
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Solari, Emily J.; Henry, Alyssa R.; Grimm, Ryan P.; Zajic, Matthew C.; McGinty, Anita – Autism: The International Journal of Research and Practice, 2022
Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the…
Descriptors: Kindergarten, Autism, Pervasive Developmental Disorders, Literacy Education
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Abdul Aziz, Nurul Izzah; Husni, Husniza; Hashim, Nor Laily – International Journal of Information and Learning Technology, 2022
Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…
Descriptors: Dyslexia, Usability, Computer Software, Learning Processes
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Edwards, Ashley A.; Steacy, Laura M.; Siegelman, Noam; Rigobon, Valeria M.; Kearns, Devin M.; Rueckl, Jay G.; Compton, Donald L. – Journal of Educational Psychology, 2022
Set for variability (SfV) is an oral language task that requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e. /waesp/), and the individual must recognize the actual pronunciation of the…
Descriptors: Word Recognition, Decoding (Reading), Pronunciation, Phonemic Awareness
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Cong, Fengjiao; Chen, Baoguo – International Journal of Bilingual Education and Bilingualism, 2022
Reading is a very complex task in which readers obtain information to promote reading from not only the fixated word located in the foveal area but also non-fixated words located in the parafoveal area. We aimed to investigate the second language (L2) parafoveal orthographic (letter identity and letter position) processing mechanism adopting the…
Descriptors: Bilingualism, Reading Processes, Second Language Learning, Native Language
Wendy Guo – ProQuest LLC, 2022
Collocations are words that have a tendency to co-occur within a few words' spans, e.g., "drink coffee" and "dark chocolate" in English. Growing empirical evidence suggests that both native (L1) speakers and advanced second language (L2) learners process two-word collocations faster than unconnected word pairs, and that…
Descriptors: Language Processing, English (Second Language), Native Language, Second Language Learning
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Gawda, Barbara – Journal of Psycholinguistic Research, 2019
Love has been thoroughly studied and a variety of definitions as well as types of love have been described in the literature. Given the data presenting natural language of love concept, the aim of the two present studies is to demonstrate a new technique which enables description of the structure of emotion concepts within love spectrum. This…
Descriptors: Intimacy, Psychological Patterns, Verbal Ability, Measures (Individuals)
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Pae, Hye K.; Bae, Sungbong; Yi, Kwangoh – Reading and Writing: An Interdisciplinary Journal, 2019
Given the well-documented consonant primacy established in Roman script, this study examined the role of consonants and vowels in lexical decision of Korean "Hangul" among skilled Korean readers in order to identify whether the salient role of consonants over vowels would be script-universal or script-specific. Three experiments were…
Descriptors: Korean, Written Language, Phonemes, Role
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Gingras, Maxime; Sénéchal, Monique – Scientific Studies of Reading, 2019
We investigated how and when French children in Grades 1-5 acquire orthographic representations for silent letters and double consonants. Linear mixed-effects modeling analyses on the spelling accuracy scores obtained for 2,519 French words were used to test our predictions. As predicted, the presence of a silent letter or double consonant had a…
Descriptors: Foreign Countries, French, Incidental Learning, Alphabets
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Anabela Abreu Malpique; Debora Valcan; Deborah Pino-Pasternak; Susan Ledger; Margaret Merga – Australian Educational Researcher, 2024
In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students' literacy performance and development. The current…
Descriptors: Effect Size, Writing Achievement, Reading Achievement, Handwriting
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Daria Khanolainen; Maria Psyridou; Kenneth Eklund; Tuija Aro; Minna Torppa – Scientific Studies of Reading, 2024
Purpose: Reading fluency establishes the basis for the strong literacy skills needed for academic success. We aim to trace how reading fluency develops from childhood to adulthood and identify factors that influence this development. Method: In this study, 200 families were followed. All participating children (N = 200, 47% female) were ethnic…
Descriptors: Reading Fluency, Growth Models, Student Development, Children
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Quinn, Margaret; Bliss, Marie – Journal of Early Childhood Literacy, 2021
Young children's use of tablets and smartphones has proliferated in recent years. Furthermore, apps are being developed at breakneck pace, often designed to support children's learning in a variety of academic skills across various domains. While a growing body of literature focuses upon the use of multimedia apps to support emergent literacy,…
Descriptors: Computer Software, Handheld Devices, Telecommunications, Emergent Literacy
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