NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Annals of Dyslexia10
Audience
Laws, Policies, & Programs
Assessments and Surveys
Wechsler Individual…1
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Weiser, Beverly; Buss, Carolyn; Sheils, Ashley Parker; Gallegos, Elisa; Murray, L. Robin – Annals of Dyslexia, 2019
While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…
Descriptors: Reading Difficulties, Special Education, Coaching (Performance), Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Rothou, Kyriakoula M.; Padeliadu, Susana – Annals of Dyslexia, 2019
The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…
Descriptors: Greek, Dyslexia, Language Processing, Metalinguistics
Peer reviewed Peer reviewed
Direct linkDirect link
van Setten, Ellie R. H.; Hakvoort, Britt E.; van der Leij, Aryan; Maurits, Natasha M.; Maassen, Ben A. M. – Annals of Dyslexia, 2018
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a…
Descriptors: Grade 6, At Risk Students, Reading Fluency, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Annals of Dyslexia, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Hintikka, Sini; Landerl, Karin; Aro, Mikko; Lyytinen, Heikki – Annals of Dyslexia, 2008
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological-orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control…
Descriptors: Reading Fluency, Generalization, Reading Aloud to Others, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne; O'Brien, Beth; Kennedy, Becky; Lovett, Maureen; Morris, Robin – Annals of Dyslexia, 2006
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and…
Descriptors: Reading Skills, Reading Fluency, Reading Difficulties, Pattern Recognition
Peer reviewed Peer reviewed
Direct linkDirect link
Lundberg, Ingvar; Sterner, Gorel – Annals of Dyslexia, 2006
A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the…
Descriptors: Grade 3, Grade 4, Elementary School Students, Short Term Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Hilte, Maartje; Reitsma, Pieter – Annals of Dyslexia, 2006
Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on…
Descriptors: Reading Skills, Spelling, Pronunciation, Orthographic Symbols
Peer reviewed Peer reviewed
Direct linkDirect link
Wood, Frank B.; Hill, Deborah F.; Meyer, Marianne S.; Flowers, D. Lynn – Annals of Dyslexia, 2005
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N = 220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and…
Descriptors: Predictive Measurement, Reading Fluency, Predictor Variables, Grade 1