Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?
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DOI: 10.1080/10888438.2016.1263993
Abstract: ABSTRACT In this study, students in Grade 2 read different sets of words under 4 experimental training conditions (context/feedback, isolation/feedback, context/no-feedback, isolation/no-feedback). Training took place over 10 trials, followed by a spelling test and a… read more here.
Keywords: context feedback; reading accuracy; feedback; good enough ... See more keywords
Contribution of Linguistic Skills to Word Reading in DHH Students.
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DOI: 10.1093/deafed/enac003
Abstract: This study aims to examine the relative contributions of phonological awareness (PA), orthographical awareness (OA), morphological awareness (MA) and rapid automatized naming (RAN) to word reading accuracy and fluency in Chinese deaf and hard of… read more here.
Keywords: reading accuracy; word; word reading; dhh students ... See more keywords
Factors contributing to reading comprehension in children with varying degrees of word-level proficiency
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DOI: 10.1177/00049441211062941
Abstract: The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3–6)… read more here.
Keywords: reading accuracy; word; comprehension; reading comprehension ... See more keywords
Morphosyntactic Skills Influence the Written Decoding Accuracy of Italian Children With and Without Developmental Dyslexia
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DOI: 10.3389/fpsyg.2022.841638
Abstract: Some types of developmental dyslexia (DD) are associated with morphology. Deep DD leads to morphological and semantic errors, and possible comorbidity with syntactic deficits; phonological-output-buffer DD causes problems in decoding longer morphologically complex words. In… read more here.
Keywords: italian children; morphosyntactic skills; accuracy; decoding accuracy ... See more keywords