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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task
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In: Ann Dyslexia (2020)
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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
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In: J Learn Disabil (2020)
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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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In: J Learn Disabil (2020)
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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Abstract:
As children learn to read they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. We examined child- and nonword-factors associated with children’s assignment of more vs. less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N=96) in grades 2–5 read nonwords in which more vs. less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Two explanatory item-response models were developed using alternative nonword scoring procedures. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context-dependent with reading experience.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6402599/ https://doi.org/10.1080/10888438.2018.1466303
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Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
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Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
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Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
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Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?
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Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension
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First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status
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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
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Word and Person Effects on Decoding Accuracy: A New Look at an Old Question
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The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities
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