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Direct linkSteacy, Laura M.; Rigobon, Valeria M.; Edwards, Ashley A.; Abes, Daniel R.; Marencin, Nancy C.; Smith, Kathryn; Elliott, James D.; Wade-Woolley, Lesly; Compton, Donald L. – Scientific Studies of Reading, 2022
Purpose: The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties…
Descriptors: Reading, Elementary School Students, Vocabulary, Morphology (Languages)
Christopher, Micaela E.; Miyake, Akira; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K. – Journal of Experimental Psychology: General, 2012
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the…
Descriptors: Executive Function, Inhibition, Short Term Memory, Naming
Kim, Young-Suk; Pallante, Daniel – Reading and Writing: An Interdisciplinary Journal, 2012
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive…
Descriptors: Reading Comprehension, Reading Difficulties, Phonemics, Foreign Countries
Peer reviewedCunningham, Anne E.; Stanovich, Keith E. – Developmental Psychology, 1997
Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…
Descriptors: Beginning Reading, Cognitive Ability, Cultural Literacy, Elementary School Students
