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Direct linkRebecca Treiman; Jacqueline Hulslander; Erik G. Willcutt; Bruce F. Pennington; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2025
The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and…
Descriptors: Reading Ability, Spelling, Individual Differences, Children
Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Reading and Writing: An Interdisciplinary Journal, 2006
In a companion paper, word recognition skills assessed by telephone using the Test of Word Reading Efficiency (TOWRE) were found to correlate highly with National Curriculum (NC) teacher-assessed reading ability in 7-year-old twins. This study examined the genetic and environmental origins of this high correlation. TOWRE and NC scores were both…
Descriptors: Reading Skills, Genetics, Word Recognition, Individual Differences
Lesaux, Nonie K.; Pearson, M. Rufina; Siegel, Linda S. – Reading and Writing: An Interdisciplinary Journal, 2006
This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both…
Descriptors: Timed Tests, Reading Tests, Reading Comprehension, Reading Difficulties
