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Download full textSmail Layes; Kamel Layes – Arab Journal of Applied Linguistics, 2023
The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…
Descriptors: Phonology, Language Processing, Reading Processes, Phonological Awareness
Direct linkTouw, Kirsten W. J.; Vogelaar, Bart; Thissen, Floor; Resing, Wilma C. M. – Educational & Child Psychology, 2019
Background: Outcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children's potential for learning. The…
Descriptors: Alternative Assessment, Prompting, Language Impairments, Language Skills
Xu, Zhengye; Liu, Duo; Joshi, R. Malatesha – Journal of Educational Psychology, 2020
In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of…
Descriptors: Psychomotor Skills, Handwriting, Orthographic Symbols, Written Language
Costa, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Journal of Learning Disabilities, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Costa, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Grantee Submission, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
van Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H. – Journal of Learning Disabilities, 2016
This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…
Descriptors: Dyslexia, Academically Gifted, Reading Skills, Elementary School Students
