Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Author
| Barnes, Marcia A. | 2 |
| Francis, David J. | 2 |
| Ahmed, Yusra | 1 |
| Barth, Amy | 1 |
| Barth, Amy E. | 1 |
| Cho, Eunsoo | 1 |
| Choi, William | 1 |
| Deng, Qinli | 1 |
| Fletcher, Jack M. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Grade 2 | 2 |
| Primary Education | 2 |
| Grade 7 | 1 |
| Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 4 |
| Kaufman Brief Intelligence… | 2 |
| Woodcock Johnson Tests of… | 2 |
| Wechsler Abbreviated Scale of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCho, Eunsoo; Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas – Journal of Learning Disabilities, 2022
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as "higher order comorbidity" (reading comprehension and word-problem solving…
Descriptors: Comorbidity, Problem Solving, Reading Comprehension, Word Problems (Mathematics)
Deng, Qinli; Choi, William; Tong, Xiuli – Journal of Learning Disabilities, 2019
This study examined the roles of first-language (L1) Chinese and second-language (L2) English phonological skills in English and Chinese reading comprehension, respectively, and their association with reading comprehension difficulties among Hong Kong Chinese-English bilingual children. We tested 258 second graders on nonverbal intelligence,…
Descriptors: Native Language, Second Language Learning, Reading Comprehension, English (Second Language)
Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J. – Journal of Research on Educational Effectiveness, 2016
Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size…
Descriptors: Reading Difficulties, Reading Comprehension, Secondary School Students, Short Term Memory
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J. – Scientific Studies of Reading, 2015
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin).…
Descriptors: Reading Comprehension, Reading Instruction, Grade 7, Grade 8
