Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Cognitive Processes | 3 |
| Language Acquisition | 3 |
| Learning Disabilities | 2 |
| Metacognition | 2 |
| Spelling | 2 |
| Achievement Tests | 1 |
| Adolescents | 1 |
| Alphabets | 1 |
| Attention Control | 1 |
| Attention Deficit… | 1 |
| Beginning Reading | 1 |
| More ▼ | |
Source
| Journal of Learning… | 3 |
Author
| Abbott, Robert | 1 |
| Berninger, Virginia | 1 |
| Cook, Clayton R. | 1 |
| Hodgson, James | 1 |
| Nagy, William | 1 |
| Wiig, Elisabeth H. | 1 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Wechsler Individual… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Psycho… | 1 |
What Works Clearinghouse Rating
Direct linkBerninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Peer reviewedWiig, Elisabeth H.; And Others – Journal of Learning Disabilities, 1977
Descriptors: Adolescents, Cognitive Processes, Exceptional Child Research, Language Acquisition
Peer reviewedHodgson, 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
