Publication Date
| In 2026 | 0 |
| Since 2025 | 9 |
| Since 2022 (last 5 years) | 36 |
| Since 2017 (last 10 years) | 68 |
| Since 2007 (last 20 years) | 228 |
Descriptor
| Cognitive Processes | 532 |
| Reading Difficulties | 532 |
| Reading Comprehension | 153 |
| Reading Skills | 127 |
| Dyslexia | 120 |
| Learning Disabilities | 103 |
| Reading Instruction | 100 |
| Reading Research | 99 |
| Children | 88 |
| Elementary Education | 84 |
| Comparative Analysis | 77 |
| More ▼ | |
Source
Author
Publication Type
Education Level
| Elementary Education | 72 |
| Early Childhood Education | 28 |
| Grade 3 | 26 |
| Primary Education | 24 |
| Grade 4 | 22 |
| Intermediate Grades | 17 |
| Grade 1 | 16 |
| Grade 2 | 15 |
| Middle Schools | 15 |
| Higher Education | 14 |
| Grade 5 | 12 |
| More ▼ | |
Audience
| Researchers | 38 |
| Practitioners | 21 |
| Teachers | 16 |
| Parents | 2 |
| Community | 1 |
| Counselors | 1 |
| Students | 1 |
Location
| Canada | 11 |
| China | 9 |
| Australia | 5 |
| Greece | 5 |
| California | 4 |
| Germany | 4 |
| Israel | 4 |
| United Kingdom (England) | 4 |
| New Zealand | 3 |
| Oregon | 3 |
| Spain | 3 |
| More ▼ | |
Laws, Policies, & Programs
| Individuals with Disabilities… | 2 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkZhijun Liao; Xiya Ao; Yulu Sun; Manli Zhang; Xiangzhi Meng – npj Science of Learning, 2024
Applying 10 Hz ([alpha]-rate) sensory stimulation, not 5 Hz ([theta]-rate), prior to introducing novel speech-print pairs can reset the phase of [theta] oscillations and enhance associative learning. This rapid gain indicates coordinated mechanisms to regulate attentional/cognitive resources ([alpha] oscillations) and facilitate memory storage…
Descriptors: Sensory Experience, Stimulation, Associative Learning, Attention Control
Abbondanza, Filippo; Dale, Philip S.; Wang, Carol A.; Hayiou-Thomas, Marianna E.; Toseeb, Umar; Koomar, Tanner S.; Wigg, Karen G.; Feng, Yu; Price, Kaitlyn M.; Kerr, Elizabeth N.; Guger, Sharon L.; Lovett, Maureen W.; Strug, Lisa J.; van Bergen, Elsje; Dolan, Conor V.; Tomblin, J. Bruce; Moll, Kristina; Schulte-Körne, Gerd; Neuhoff, Nina; Warnke, Andreas; Fisher, Simon E.; Barr, Cathy L.; Michaelson, Jacob J.; Boomsma, Dorret I.; Snowling, Margaret J.; Hulme, Charles; Whitehouse, Andrew J. O.; Pennell, Craig E.; Newbury, Dianne F.; Stein, John; Talcott, Joel B.; Bishop, Dorothy V. M.; Paracchini, Silvia – Child Development, 2023
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or…
Descriptors: Children, Adolescents, Language Impairments, Reading Difficulties
Yongseok Yoo; Woori Kim; Mikyung Shin – Learning Disability Quarterly, 2025
In this study, we examined the differences in reading comprehension processes between students with and without reading difficulties. A total of 72 third- and fourth-grade students in South Korea participated in the study; of these, 28 were identified as having reading difficulties and 44 were not. Multiple types of tasks were administered to…
Descriptors: Reading Comprehension, Reading Difficulties, Eye Movements, Grade 3
Juhayna Taha; Natale Stucchi; Elena Pagliarini; Maria Teresa Guasti – First Language, 2025
Anticipatory planning, that is, the ability to process information in advance to prepare to act, underpins activities that unfold in time, such as spoken language, reading and handwriting. One key, though not the only, mechanism that may facilitate anticipatory planning is rhythm, which is understood as the structured grouping of events in time.…
Descriptors: Planning, Cognitive Processes, Dyslexia, Handwriting
Chen Cheng; Jiuqing Tang; Xiao Liang; Zhengjun Wang; Jay G. Rueckl; Jingjing Zhao – Reading and Writing: An Interdisciplinary Journal, 2024
It has been widely accepted that developmental dyslexia (DD) exhibits deficits in reading and spelling. However, the role of phonology and semantics in reading and spelling in dyslexia has not been systematically investigated. In Experiment 1, 45 Chinese children with DD and 43 age-matched controls read two tests with Chinese characters. One test…
Descriptors: Phonology, Semantics, Spelling, Reading
Julian Elliott; Joanna Stanbridge; Kirsten Branigan – British Educational Research Journal, 2025
This paper examines the operation of the English Special Educational Needs and Disability tribunal system in relation to children who present with a dyslexia diagnosis. It identifies a number of significant weaknesses; in particular, the absence of clear diagnostic criteria capable of differentiating such children from large numbers of other…
Descriptors: Special Education, Dyslexia, Cognitive Processes, Students with Disabilities
Yixuan Song; Jiexin Gu; Siqi Song; Xiuwei Quan – Annals of Dyslexia, 2025
In the realm of logographic writing systems, such as Chinese characters, orthographic transparency fundamentally differs from alphabetic languages, posing unique challenges for individuals with developmental dyslexia (DD). This study employed event-related potentials (ERPs) and a masked priming paradigm to investigate how Chinese children with DD…
Descriptors: Foreign Countries, Developmental Disabilities, Dyslexia, Reading Difficulties
Xianglin Zhang; Min Wang; Hua Shu; Zhichao Xia – Developmental Science, 2025
Previous studies have shown that higher socioeconomic status (SES) and richer home literacy environment (HLE) are associated with better reading outcomes in children with family risk for reading difficulties (RD). Yet, the cognitive and neural mechanisms underlying this association remain understudied. This study sought to fill in the gap using…
Descriptors: Brain, Brain Hemisphere Functions, Cognitive Processes, Morphology (Languages)
Wang, Li-Chih; Chen, Ji-Kang; Tsai, Huang-Ju – Learning Disabilities Research & Practice, 2022
The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the…
Descriptors: Anxiety, Reading Comprehension, Foreign Countries, Reading Difficulties
Virginia Clinton-Lisell; Sarah E. Carlson; Heather Ness-Maddox; Amanda Dahl; Terrill Taylor; Mark L. Davison; Ben Seipel – Journal of College Reading and Learning, 2024
The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes…
Descriptors: Reading Skills, Reading Difficulties, Reading Comprehension, Cognitive Processes
Gina Biancarosa; Patrick C. Kennedy; Sarah E. Carlson; Ben Seipel; Mark L. Davison – Intervention in School and Clinic, 2025
Reading outcomes at a national level have remained stagnant for more than two decades. One reason why is that the field has struggled with how to address poor reading comprehension when reading words is not the problem. Another is that limited insight into the causes of poor comprehension performance is offered by traditional reading comprehension…
Descriptors: Reading Comprehension, Cognitive Processes, Grade 3, Grade 4
Rebecca A. Marks; Courtney Pollack; Steven L. Meisler; Anila M. D'Mello; Tracy M. Centanni; Rachel R. Romeo; Karolina Wade; Anna A. Matejko; Daniel Ansari; John D. E. Gabrieli; Joanna A. Christodoulou – Developmental Science, 2024
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among…
Descriptors: Dyslexia, Executive Function, Visual Perception, Spatial Ability
Virginia Clinton-Lisell; Sarah E. Carlson; Heather Ness-Maddox; Amanda Dahl; Terrill Taylor; Mark L. Davison; Ben Seipel – Grantee Submission, 2024
The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes…
Descriptors: Vocabulary, Reading Comprehension, Reading Tests, Reading Skills
Relyea, Jackie Eunjung; Cho, Eunsoo; Zagata, Elizabeth – Annals of Dyslexia, 2023
Although the important role of children's executive function (EF) in their reading development has been well-established, less is known about the extent to which multilingual children's EF components vary and whether the variability in different EF abilities explains multilingual children's English reading achievement. The present study explored…
Descriptors: Elementary School Students, Grade 1, Multilingualism, Executive Function
Lynn S. Fuchs; Douglas Fuchs; Eunsoo Cho; Marcia A. Barnes; Tuire Koponen; Daniel R. Espinas – Journal of Learning Disabilities, 2025
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes…
Descriptors: Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties
