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Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery [<Journal>]
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DNB Subject Category Language
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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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Sight Word Acquisition in First Grade Students At-Risk for Reading Disabilities: An Item-Level Exploration of the Number of Exposures Required for Mastery
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In: Ann Dyslexia (2020)
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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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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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Abstract:
In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability (RD) enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multi-level connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with RD, 3rd – 6th grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5460658/ https://doi.org/10.1080/10888438.2016.1178267
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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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