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Journal articles on the topic 'Predictors of reading ability'

Author: Grafiati

Published: 9 March 2023

Last updated: 19 July 2025

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1

Jung, Hye Lim, Minwha Yang, and Aejin Lee. "Differences in Predictors of Reading Comprehension Across Three Reading Ability Groups." Journal of Elementary Education 32, no. 2 (2019): 145–72. http://dx.doi.org/10.29096/jee.32.2.07.

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Hajovsky, Daniel B., Christopher R. Niileksela, Sunny C. Olsen, and Morgan K. Sekula. "Do Cognitive–Achievement Relations Vary by General Ability Level?" Journal of Intelligence 11, no. 9 (2023): 177. http://dx.doi.org/10.3390/jintelligence11090177.

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Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman’s Law of Diminishing Returns, it would be expected that genera

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3

Gromko, Joyce Eastlund. "Predictors of Music Sight-Reading Ability in High School Wind Players." Journal of Research in Music Education 52, no. 1 (2004): 6–15. http://dx.doi.org/10.2307/3345521.

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The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results

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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as word

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Oh, Deborah, Diane Haager, and Michelle Windmeuller. "A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 107–24. http://dx.doi.org/10.56829/muvo.10.1-2.t6846p7558278818.

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This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an Englishlanguage curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading

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Yuan, Han, Eliane Segers, and Ludo Verhoeven. "Predictors of Early Mandarin Chinese Character Reading Development." Children 9, no. 12 (2022): 1946. http://dx.doi.org/10.3390/children9121946.

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In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s charac

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive abili

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8

Hjetland, Hanne Næss, Ellen Irén Brinchmann, Ronny Scherer, and Monica Melby‐Lervåg. "Preschool predictors of later reading comprehension ability: a systematic review." Campbell Systematic Reviews 13, no. 1 (2017): 1–155. http://dx.doi.org/10.4073/csr.2017.14.

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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated wi

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10

VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent langu

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11

Dalby, J. Thomas, and Richard Williams. "Preserved reading and spelling ability in psychotic disorders." Psychological Medicine 16, no. 1 (1986): 171–75. http://dx.doi.org/10.1017/s0033291700002609.

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SynopsisStandard scores on tests of intelligence, memory and academic achievement were obtained from individuals with either schizophrenic spectrum disorders, mania, alcohol abuse, antisocial personality disorders or no mental disorder. The three cognitive measures were highly and positively correlated in three groups (normal controls, alcohol abusers and antisocial personality disorders), while in the schizophrenic spectrum and manic groups a pattern of average reading and spelling achievement was contrasted with lower intelligence and memory quotients. It was suggested that reading and spell

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12

Pham, A. V., and R. M. Hasson. "Verbal and Visuospatial Working Memory as Predictors of Children's Reading Ability." Archives of Clinical Neuropsychology 29, no. 5 (2014): 467–77. http://dx.doi.org/10.1093/arclin/acu024.

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Hjetland, Hanne Næss, Ellen Irén Brinchmann, Solveig‐Alma Halaas Lyster, Bente Eriksen Hagtvet, and Monica Melby‐Lervåg. "PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review." Campbell Systematic Reviews 11, no. 1 (2015): 1–40. http://dx.doi.org/10.1002/cl2.139.

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14

Tibi, Sana, and John R. Kirby. "Reading in Arabic: How Well Does the Standard Model Apply?" Journal of Speech, Language, and Hearing Research 62, no. 4 (2019): 993–1014. http://dx.doi.org/10.1044/2019_jslhr-l-18-0193.

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Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of chi

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Menyuk, Paula, Marie Chesnick, Jacqueline Weis Liebergott, Blanche Korngold, Ralph D'Agostino, and Albert Belanger. "Predicting Reading Problems In At-Risk Children." Journal of Speech, Language, and Hearing Research 34, no. 4 (1991): 893–903. http://dx.doi.org/10.1044/jshr.3404.893.

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This study was designed to determine early predictors of reading problems in children at risk for such problems. Three groups of children participated in the study: those with a specific language impairment; those who presumably had a language delay or disorder early in life and had no or a mild disorder at present; and a group of premature children. The data collected were standard speech and language test measures, given as the children entered the study, measures of language metaprocessing abilities on an experimental battery, given 6 months after they entered the study; and standard measur

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Peterson, Robin L., Richard Boada, Lauren M. McGrath, Erik G. Willcutt, Richard K. Olson, and Bruce F. Pennington. "Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences." Journal of Learning Disabilities 50, no. 4 (2016): 408–21. http://dx.doi.org/10.1177/0022219415618500.

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The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as

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Schlatter, Erika, Ard W. Lazonder, Inge Molenaar, and Noortje Janssen. "Individual Differences in Children’s Scientific Reasoning." Education Sciences 11, no. 9 (2021): 471. http://dx.doi.org/10.3390/educsci11090471.

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Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component s

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18

Canet-Juric, Lorena, Sebastián Urquijo, María Marta Richard`s, and Débora Burin. "Cognitive predictors of reading comprehension levels using discriminant analysis." International Journal of Psychological Research 2, no. 2 (2009): 99–111. http://dx.doi.org/10.21500/20112084.865.

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Reading comprehension is a complex skill, which involves different cognitive processes such as monitoring, working memory, interference suppression and resolution inferences. The aim of this work is to evaluate the discriminative ability of these processes, to differentiate levels of reading comprehension, in children between 8 and 9 years of age (N = 89) of public, and private, schools, in the city of Mar del Plata, Argentina. For this, specific tests were administered to each of these processes. The results distinguished two discriminant functions; the first one was the only that distinguish

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Anji, Alkhadan A., Airah M. Malik, Cyrell B. Cinco, et al. "Lexical Ability and Reading Comprehension among Senior High School Students." International Journal of Research and Innovation in Social Science IX, no. II (2025): 3231–56. https://doi.org/10.47772/ijriss.2025.9020251.

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Students may struggle to fully comprehend reading materials due to a lack of familiarity with essential vocabulary, leading to misinterpretation of certain contexts or ideas. This study aimed to examine the relationship between students’ lexical ability and reading comprehension among 300 senior high school students. Utilizing a descriptive-correlational research design and simple random sampling, the study sought to determine whether lexical ability significantly influences reading comprehension. Contrary to expectations, the results revealed no significant correlation (r = .087, p = .389) be

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Ormel, Ellen, Marcel R. Giezen, Harry Knoors, Ludo Verhoeven, and Eva Gutierrez-Sigut. "Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes." Languages 7, no. 1 (2022): 51. http://dx.doi.org/10.3390/languages7010051.

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Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of

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21

SHAREEF, ZEINAB, PER ÖSTBERG, and MARTINA HEDENIUS. "Verbal fluency in relation to reading ability in students with and without dyslexia." Applied Psycholinguistics 40, no. 2 (2018): 445–72. http://dx.doi.org/10.1017/s0142716418000644.

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ABSTRACTVerbal fluency tasks, in which participants generate words during a set time, have been used in research and assessments of neurobiological disorders and impairments. Research on verbal fluency in dyslexia has shown impaired performance in semantic and letter fluency. However, studies report inconsistent results, and action fluency has not been examined in dyslexia. Current research has mainly examined verbal fluency in relation to executive functions, vocabulary, and phonological processing. The present study examined performance on letter, semantic, and action fluency in relation to

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GOLDSTEIN, DONALD J., and THOMAS W. BRITT. "VISUAL-MOTOR COORDINATION AND INTELLIGENCE AS PREDICTORS OF READING, MATHEMATICS, ANDWRITTEN LANGUAGE ABILITY." Perceptual and Motor Skills 78, no. 3 (1994): 819–23. http://dx.doi.org/10.2466/pms.1994.78.3.819.

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23

Tan, Yah Hui, Kenneth K. Poon, and Susan J. Rickard Liow. "Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore." Early Child Development and Care 183, no. 10 (2013): 1420–31. http://dx.doi.org/10.1080/03004430.2013.788817.

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Leather, Cathy V., and Lucy A. Henry. "Working Memory Span and Phonological Awareness Tasks as Predictors of Early Reading Ability." Journal of Experimental Child Psychology 58, no. 1 (1994): 88–111. http://dx.doi.org/10.1006/jecp.1994.1027.

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Zago, David, Nick Rosoman, David Shum, Michael O'Callaghan, and Anthony Lesley. "Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder." Australian Educational and Developmental Psychologist 25, no. 2 (2008): 17–33. http://dx.doi.org/10.1375/aedp.25.2.17.

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AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with

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Cook, Robert Bradley, and Eva Marie Kane. "Academic Reading Attitudes and Performance as a Function of Gender." Journal of Studies in Education 8, no. 4 (2018): 75. http://dx.doi.org/10.5296/jse.v8i4.13770.

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Childhood reading levels are important predictors of later childhood academic success. A child’s reading ability and reading attitude is a strong indicator of future academic success and lifelong reading (Kush & Watkins, 1996; Wigfield & Guthrie, 1997). Educational leaders need to foster a climate of reading acceptance at school. To accomplish this, schools need to provide a learning environment filled with reading role models. Schools should maintain large quantities of reading materials that include all student reading levels and interests. Teachers should be given professional devel

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Schwab, Susanne, Marco G. P. Hessels, Markus Gebhardt, Mathias Krammer, and Barbara Gasteiger-Klicpera. "The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes." Journal of Cognitive Education and Psychology 14, no. 2 (2015): 180–98. http://dx.doi.org/10.1891/1945-8959.14.2.180.

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This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest read

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O’Rourke, Polly, and Michael F. Bunting. "The cognitive underpinnings of mental model construction in L1 and L2." Quarterly Journal of Experimental Psychology 71, no. 4 (2018): 801–7. http://dx.doi.org/10.1080/17470218.2017.1307859.

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This study investigates the ability to create mental models and the role of working memory in mental model ability in the first and second language with English–Spanish bilinguals using L1 and L2 versions of the Spatial Integration Task. Participants showed effects of continuity in accuracy in L1 and L2, but only in L1 did they show effects in the reading times. In L1, working memory capacity predicted identification accuracy for discontinuous descriptions in L1, as well as reading time for the critical discontinuous sentence. In L2, accuracy was predicted by L2 reading ability only and there

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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.

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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later

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Lee, Eun Ju. "Exploring the Korean Hangul Word Decoding Properties of Children with Reading Disabilities: Implication for Reading Intervention and Reading Related Language Factors." Communication Sciences & Disorders 26, no. 4 (2021): 797–819. http://dx.doi.org/10.12963/csd.21853.

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Objectives: This study analyzed the Korean Hangul word decoding properties of children with reading disabilities by considering reading intervention and reading related language factors.Methods: A corresponding sample t-test, correlation analysis, and repeated measurement were examined for the relevance of Hangul and reading difficulties, predictors of Hangul reading difficulties, and the effects of Korean word meaningfulness (word/non-word) and spelling regularity (regular/irregular) variables.Results: 1) After reading intervention, children with reading disabilities improved in their Hangul

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Hendaryan and Andri Noviadi. "The Role of Metacognition Strategies (Metacomprehension) and Inferential Ability in Improving Reading Comprehension Ability." KEMBARA Journal of Scientific Language Literature and Teaching 9, no. 2 (2023): 363–75. http://dx.doi.org/10.22219/kembara.v9i2.26097.

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This research was motivated by the low reading comprehension ability of junior high school students in the field. The purpose of this research is to investigate the role of metacognition strategies and inferential abilities in improving students' reading comprehension abilities. The method used is a quasi-experiment with the aim of looking at the role of inferential abilities and metacognitive abilities in improving reading comprehension abilities. Apart from that, this research also uses correlational methods to study the relationship between these three variables (metacognitive components, i

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Goldstein, Donald J., and Thomas W. ,. Britt. "Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, and Written Language Ability." Perceptual and Motor Skills 78, no. 3 (1994): 819–23. http://dx.doi.org/10.1177/003151259407800327.

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Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score va

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Reading ability as a predictor of library anxiety." Library Review 52, no. 4 (2003): 159–69. http://dx.doi.org/10.1108/00242530310470720.

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Damayanti, Anita, Agus Suradika, Adiyati Fathu Roshonah, Desti Pujiati, Aisyah Nur Aini, and Silvia Fiqriyah Rahmah. "Structural Analytic Synthetic Learning Method for Early Reading Ability." JPUD - Jurnal Pendidikan Usia Dini 18, no. 1 (2024): 287–98. http://dx.doi.org/10.21009/jpud.181.20.

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The Structural Analytic Synthetic (SAS) method is a learning method that begins with the introduction of complete sentence structures that build meaningful concepts in children. This research aimed to determine the effect of the SAS method on children's early reading abilities. This research uses a quantitative method with an experimental approach, using a pre-experimental one-group pretest and posttest design. Participants in this research were all early childhood children aged 6-7 years, totaling 32 children. Collection techniques include observation, interviews, and tests. The use of the SA

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White, William F., Andrea Karlin, and Charles Burke. "Perception of Home Environment and School Abilities as Predictors of Reading Power and School Achievements." Perceptual and Motor Skills 62, no. 3 (1986): 819–22. http://dx.doi.org/10.2466/pms.1986.62.3.819.

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A sample of 565 sixth grade, middle-school students in two urban settings in the Southwestern United States completed the My Education (ME) scale and the Degrees of Reading Power. Responses to the 55 items in the ME Scale were factor analyzed by the principal components solution. Five rotated factors contributed 47% to the cumulative proportion of common variance. The first factor, labeled “Values Learned From Parents,” contained item responses which were the best predictors of reading power with a correlation of .41. Reading power and ability among 565 sixth graders was motivated highest by p

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Garcia, Noelia P., Robert D. Abbott, and Virginia W. Berninger. "Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites." Written Language and Literacy 13, no. 1 (2010): 61–98. http://dx.doi.org/10.1075/wll.13.1.03gar.

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Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. R

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Bozkuş, Kıvanç. "Predictors of reading performance of fourth-grade Turkish students." Turkish Journal of Education 14, no. 1 (2025): 1–18. https://doi.org/10.19128/turje.1431545.

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Using machine learning, this research aimed to examine the crucial factors that predict the reading performance of fourth-grade students from Türkiye who participated in PIRLS 2021. When trained with the data of 3589 fourth-grade students and their 405 independent variables, the support vector machine (SVM) algorithm properly distinguished between high- and low-performing students based on 16 key contextual factors at the school, teacher, and family levels. The main factors were at the school level and were related to placing a major emphasis on instruction and the ability of students to borro

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Yang, Qing, Chen Cheng, Zhengjun Wang, Ximiao Zhang, and Jingjing Zhao. "Interaction between Risk Single-Nucleotide Polymorphisms of Developmental Dyslexia and Parental Education on Reading Ability: Evidence for Differential Susceptibility Theory." Behavioral Sciences 14, no. 6 (2024): 507. http://dx.doi.org/10.3390/bs14060507.

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While genetic and environmental factors have been shown as predictors of children’s reading ability, the interaction effects of identified genetic risk susceptibility and the specified environment for reading ability have rarely been investigated. The current study assessed potential gene–environment (G×E) interactions on reading ability in 1477 school-aged children. The gene–environment interactions on character recognition were investigated by an exploratory analysis between the risk single-nucleotide polymorphisms (SNPs), which were discovered by previous genome-wide association studies of

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Lorenz, Eliane, Sharareh Rahbari, Ulrike Schackow, and Peter Siemund. "Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 185–217. http://dx.doi.org/10.1558/jmtp.15517.

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This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (herit

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Schwartz, Theodore H., Orrin Devinsky, Werner Doyle, and Kenneth Perrine. "Preoperative predictors of anterior temporal language areas." Journal of Neurosurgery 89, no. 6 (1998): 962–70. http://dx.doi.org/10.3171/jns.1998.89.6.0962.

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Object. Although it is known that 5 to 10% of patients have language areas anterior to the rolandic cortex, many surgeons still perform standard anterior temporal lobectomies for epilepsy of mesial onset and report minimal long-term dysphasia. The authors examined the importance of language mapping before anterior temporal lobectomy. Methods. The authors mapped naming, reading, and speech arrest in a series of 67 patients via stimulation of long-term implanted subdural grids before resective epilepsy surgery and correlated the presence of language areas in the anterior temporal lobe with preop

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Freed, Jenny, Catherine Adams, and Elaine Lockton. "Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment." Research in Developmental Disabilities 41-42 (June 2015): 13–21. http://dx.doi.org/10.1016/j.ridd.2015.03.003.

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Stanton, Warren R., Michael Feehan, Rob McGee, and Phil A. Silva. "The Relative Value of Reading Ability and IQ as Predictors of Teacher-Reported Behavior Problems." Journal of Learning Disabilities 23, no. 8 (1990): 514–17. http://dx.doi.org/10.1177/002221949002300810.

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Westerveld, Marleen F., Jessica Paynter, Kathryn O'Leary, and David Trembath. "Preschool predictors of reading ability in the first year of schooling in children with ASD." Autism Research 11, no. 10 (2018): 1332–44. http://dx.doi.org/10.1002/aur.1999.

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Tambyraja, Sherine R., Kelly Farquharson, and Laura Justice. "Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors." Journal of Speech, Language, and Hearing Research 63, no. 11 (2020): 3714–26. http://dx.doi.org/10.1044/2020_jslhr-20-00108.

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Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more f

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Dilnot, Julia, Lorna Hamilton, Barbara Maughan, and Margaret J. Snowling. "Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia." Development and Psychopathology 29, no. 1 (2016): 235–44. http://dx.doi.org/10.1017/s0954579416000134.

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AbstractWe investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at sch

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Stekić, Katarina, Olivera Ilić, Vanja Ković, and Andrej Savić. "ERP Indicators of Phonological Awareness Development in Children: A Systematic Review." Brain Sciences 13, no. 2 (2023): 290. http://dx.doi.org/10.3390/brainsci13020290.

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Phonological awareness is the ability to correctly recognize and manipulate phonological structures. The role of phonological awareness in reading development has become evident in behavioral research showing that it is inherently tied to measures of phonological processing and reading ability. This has also been shown with ERP research that examined how phonological processing training can benefit reading skills. However, there have not been many attempts to systematically review how phonological awareness itself is developed neurocognitively. In the present review, we screened 224 papers and

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Kim, Bo-gang, and Jeong-eun Kim. "The effects of extensive reading on child learners’ English book reading ability: Reading motivation as predictor variables." Korea Journal of English Language and Linguistics 23 (January 31, 2023): 994–1013. http://dx.doi.org/10.15738/kjell.23..202311.994.

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Gilbertson, Margie, and Ronald K. Bramlett. "Phonological Awareness Screening to Identify At-Risk Readers." Language, Speech, and Hearing Services in Schools 29, no. 2 (1998): 109–16. http://dx.doi.org/10.1044/0161-1461.2902.109.

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The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses

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Catts, Hugh W. "The Relationship Between Speech-Language Impairments and Reading Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 948–58. http://dx.doi.org/10.1044/jshr.3605.948.

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A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, espe

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Brooks, Gavin, Jon Clenton, and Simon Fraser. "Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 351–76. http://dx.doi.org/10.14746/ssllt.2021.11.3.3.

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This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in readin

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