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Jacobson, Sarah C.; Blanchard, Mathieu; Connolly, Colm C.; Cannon, Mary; Garavan, Hugh – Brain and Cognition, 2011
The Trail-Making Test (TMT) is a widely used neuropsychological measure that assesses visuomotor abilities and cognitive flexibility. For the TMT-A condition participants are required to locate and connect numbers (i.e. 1-2-3...) while in the TMT-B condition participants perform the set-shifting task of locating and connecting numbers and letters…
Descriptors: Neuropsychology, Tests, Numbers, Alphabets
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Judge, Jeannie; Knox, Paul C.; Caravolas, Marketa – Dyslexia, 2013
Spatial attention performance was investigated in adults with dyslexia. Groups with and without dyslexia completed literacy/phonological tasks as well as two spatial cueing tasks, in which attention was oriented in response to a centrally presented pictorial (arrow) or alphabetic (letter) cue. Cued response times and orienting effects were largely…
Descriptors: Dyslexia, Attention, Cues, Spatial Ability
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Asaad, Hanan; Eviatar, Zohar – Reading and Writing: An Interdisciplinary Journal, 2014
We examined the relative contribution of visual abilities, accessibility of letter names, and phonological awareness, to text reading speed and accuracy of Arabic in first, third, and fifth grades. The results revealed that for all levels of skill, phonological awareness contributes significantly to reading accuracy, to the same degree. For…
Descriptors: Semitic Languages, Visual Perception, Alphabets, Phonological Awareness
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Juul, Holger; Poulsen, Mads; Elbro, Carsten – Journal of Educational Psychology, 2014
Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…
Descriptors: Predictor Variables, Beginning Reading, Reading Rate, Word Recognition
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Medwell, Jane; Wray, David – Language and Education, 2014
Evidence is accumulating that handwriting has an important role in written composition. In particular, handwriting automaticity appears to relate to success in composition. This relationship has been little explored in British contexts and we currently have little idea of what threshold performance levels might be. In this paper, we report on two…
Descriptors: Handwriting, Writing (Composition), Role, Foreign Countries
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Korat, Ofra; Shamir, Adina; Segal-Drori, Ora – Early Child Development and Care, 2014
In this paper, we present a series of studies performed in the last decade that examined the contribution of e-books reading to the language and literacy of young Hebrew-speaking children. Children worked with two e-books designed by the researchers to achieve this aim. We present the effect of reading these e-books on the language and literacy of…
Descriptors: Electronic Publishing, Socioeconomic Status, Literacy, Language Skills
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King, Kendall A.; Bigelow, Martha; Hirsi, Abdiasis – International Multilingual Research Journal, 2017
This article examines everyday classroom peer interaction among emergent multilingual high school students who are new to the United States, new to school, new to English, and new to alphabetic print literacy. Data were collected through observation and video recording within a daily 90-minute, English language and literacy block class over the…
Descriptors: High School Students, English (Second Language), Second Language Learning, Second Language Instruction
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Korat, Ofra; Gitait, Aviva; Bergman Deitcher, Deborah; Mevarech, Zmira – Early Child Development and Care, 2017
We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to…
Descriptors: Foreign Countries, Immigrants, Children, Kindergarten
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What Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
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Cho, Jeung-Ryeul; Chiu, Ming Ming – Journal of Research in Reading, 2015
The relation of rapid automatised naming (RAN) to word recognition may depend on the phonological regularity of the orthography. This study examined differential contributions of RAN to reading and writing in Korean alphabetic Hangul, logographic Hanja (Chinese) and English as a second language among 73 fifth graders in Korea across 1?year. RAN…
Descriptors: Foreign Countries, Korean, Elementary School Students, Grade 5
Argaw, Aweke Shishigu – Online Submission, 2015
Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and…
Descriptors: Foreign Countries, Curriculum Development, Educational History, Rote Learning
Grayson, Craig M. – ProQuest LLC, 2012
The purpose of this dissertation is twofold-to investigate, in brief, the available guides to Russian lyric diction and to present my own comprehensive guide, which gives singers the tools to prepare the pronunciation of Russian vocal pieces independently. The survey examines four guides to Russian lyric diction found in popular anthologies or…
Descriptors: Music, Music Education, Annotated Bibliographies, Singing
Crystal Randolph – ProQuest LLC, 2012
At-risk prekindergarten students (i.e., low SES, speech-language impaired) typically lag behind their peers in phonological awareness and other emergent literacy skills such as letter knowledge and vocabulary (Duursma et al., 2008; Lundberg, 2009). However, there is a limited amount of research that has studied the efficacy of phonological…
Descriptors: Preschool Children, Early Reading, At Risk Students, Literacy
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Treiman, Rebecca; Levin, Iris; Kessler, Brett – Reading and Writing: An Interdisciplinary Journal, 2012
Learning the sounds of letters is an important part of learning a writing system. Most previous studies of this process have examined English, focusing on variations in the phonetic iconicity of letter names as a reason why some letter sounds (such as that of b, where the sound is at the beginning of the letter's name) are easier to learn than…
Descriptors: Foreign Countries, Semitic Languages, Orthographic Symbols, Spelling
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Leung, Janny H. C.; Williams, John N. – Studies in Second Language Acquisition, 2014
We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of…
Descriptors: Contrastive Linguistics, Second Language Learning, Orthographic Symbols, Prior Learning
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