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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 69 1 Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes Ellen Ormel; Marcel R. Giezen; Harry Knoors; Ludo Verhoeven; Eva Gutierrez-Sigut In: Languages; Volume 7; Issue 1; Pages: 51 (2022) BASE Show details 2 The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ... Schaefer, Maxine. - : Open Science Framework, 2022 BASE Show details 3 Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study Tennefoss, Krista Rae In: Doctoral Dissertations and Projects (2021) BASE Show details 4 Improving Reading Comprehension in Arabic English Language Learners Watson, Amanda In: Culminating Experience Projects (2021) BASE Show details 5 Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers Gertners, Rasma M In: Culminating Experience Projects (2021) BASE Show details 6 Risk and resilience in beginning reading in New Zealand Cameron, Tracy Ann. - : University of Otago, 2021 BASE Show details 7 TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria Martín-Barrios, Nerea. - 2021 BASE Show details 8 Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia Bascuñán Vidal, Javiera; Collao Pinto, Isadora; Barbieri, Zulema de... In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021) BASE Show details 9 Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community Padilla, Portia In: Theses and Dissertations (Comprehensive) (2021) BASE Show details 10 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 11 Early reading correlates in language impairment (Newbury et al., 2020) Jayne Newbury (8958647); Laura M. Justice (5058230); Hui H. Jiang (8958649); Mary Beth Schmitt (8958652). - 2020 Abstract: Purpose: This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control, social competence, and behavior problems) correlates offered any explanatory value above that of cognitive factors. Third, we examined whether home environment (specifically household organization and home learning environment) would offer an additional explanatory value. Method: The sample included 165 children in kindergarten and Grade 1 who were receiving intervention for LI in public schools. Standardized measures along with parent interviews/questionnaires were administered at the end of the school year. Results: Logistic regression models indicated the noncognitive factors added discriminatory value to that of cognitive factors in predicting reading difficulties, whereas household factors did not. In the final model using all 11 predictors, prediction accuracy was 88.7% for the typical reading group and 54.2% for the reading difficulty group, with an overall accuracy of 76.4%. Only phonological awareness and working memory significantly contributed to predicting reading group membership when measured in kindergarten and Grade 1. Conclusions: For this sample of children with LI, the most important predictors of reading were cognitive. The child’s behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Overall classification was low, as only half of the children with reading difficulties were correctly predicted. Important factors differentiating good and poor emergent readers with LI were not captured in this study. Supplemental Material S1. HLE (Home Literacy Environment) items. Newbury, J., Justice, L. M., Jiang, H. H., & Schmitt, M. B. (2020). Cognitive, non cognitive, and home environment correlates of reading difficulties in primary-grade students with language impairment. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-19-00363 Keyword: at risk; behavior; cognitive; Cognitive Science not elsewhere classified; competence; control; correlates; difficulty; effortful; emergent; environment; factors; Grade 1; home; impairment; interviews; kindergarten; Language; language impairment; learning; noncognitive; nonspecific language impairment; nonverbal cognition; organization; parent; phonological awareness; predicting; primary grade; problems; public school; questionnaires; rapid automatized naming; readers; reading; social; specific language impairment; students; working memory URL: https://doi.org/10.23641/asha.12462428.v1 BASE Hide details 12 Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire Leonti, Oxana. - 2020 BASE Show details 13 Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers Perry, Susan S. In: Dissertations (2019) BASE Show details 14 Phonology-based reading instruction to improve dyslexic students’ early reading ability Ranti Novianti; S. Syihabuddin; Endang Rochyadi In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019) BASE Show details 15 Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas Catarina Afonso; Maria João Freitas In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019) BASE Show details 16 Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages Wendy Gonzales; Marie Tejero Hughes In: Education Sciences ; Volume 8 ; Issue 4 (2018) BASE Show details 17 Learning to Read in English: Vocabulary Knowledge, Phonological Awareness in Relation to Oral Reading Fluency in Chinese-English Bilinguals Huo, Michelle (RuYun) In: Theses and Dissertations (Comprehensive) (2018) BASE Show details 18 SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE Alarie, Sara E.. - 2017 BASE Show details 19 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details 20 THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN Dussling, Theresa Marie In: Dissertations - ALL (2016) BASE Show details Page: 1 2 3 4

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