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Understanding the Relations between RAN Letter Subtest Components and Word Reading in First-Grade Students.
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Neuhaus, Graham F.; Swank, Paul R. – Journal of Learning Disabilities, 2002
First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…
Descriptors: Alphabets, Beginning Reading, Cognitive Processes, Grade 1
Longitudinal Studies of Phonological Processing and Reading.
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Torgesen, Joseph K.; And Others – Journal of Learning Disabilities, 1994
A longitudinal (from kindergarten through grade 2) study with 244 children evaluated 3 hypotheses regarding the causal relationship between phonological processing abilities and reading acquisition. The study found a bidirectional relationship between phonological processing skills and reading skills and stability in individual phonological…
Descriptors: Beginning Reading, Cognitive Processes, Etiology, Longitudinal Studies
Cognitive Strategies of Children with Reading Disability and Normal Readers in Visual Sequential Memory.
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Bayliss, Janet; Livesey, P. J. – Journal of Learning Disabilities, 1985
Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…
Descriptors: Beginning Reading, Cognitive Processes, Dyslexia, Eidetic Imagery
Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context.
Peer reviewed Peer reviewed
Puolakanaho, Anne; Poikkeus, Anna-Maija; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Journal of Learning Disabilities, 2003
Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major…
Descriptors: Auditory Perception, Beginning Reading, Cognitive Processes, Computer Assisted Testing
The Status of Metalinguistic Skills in Reading Development.
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Hodgson, James – Journal of Learning Disabilities, 1992
In response to Sawyer (EC 602 748), this article provides evidence from cognitive neuropsychological case reports that does not support the strong metalinguistic hypothesis, which contends that explicit, conscious mastery of the relationship between phonology and orthography is a necessary (and perhaps sufficient) precondition for the development…
Descriptors: Beginning Reading, Case Studies, Cognitive Processes, Elementary Education
Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children: The Benton-IU Project.
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Watson, Charles S.; Kidd, Gary R.; Horner, Douglas G.; Connell, Phil J.; Lowther, Andrya; Eddins, David A.; Krueger, Glenn; Goss, David A.; Rainey, Bill B.; Gospel, Mary D.; Watson, Betty U. – Journal of Learning Disabilities, 2003
Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…
Descriptors: Academic Achievement, Beginning Reading, Cluster Analysis, Cognitive Processes