Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Attention Deficit… | 1 |
| Comorbidity | 1 |
| Elementary Education | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Morphology (Languages) | 1 |
| Orthographic Symbols | 1 |
| Phonological Awareness | 1 |
| Phonology | 1 |
| More ▼ | |
Source
| Journal of Learning… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
| China | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Reading Fluency in Chinese Children with Reading Disabilities and/or ADHD: A Key Role for Morphology
Peer reviewed
Direct linkLi, Miao; Georgiou, George; Kirby, John R.; Frijters, Jan C.; Zhao, Wei; Wang, Tingzhao – Journal of Learning Disabilities, 2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…
Descriptors: Students with Disabilities, Grade 1, Grade 2, Grade 3
