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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
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van der Kleij, S. W.; Segers, E.; Groen, M. A.; Verhoeven, L. – Annals of Dyslexia, 2019
The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at…
Descriptors: Dyslexia, Reading Fluency, Reading Skills, Accuracy
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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
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Holden, John G.; Greijn, Lieke T.; van Rooij, Marieke M. J. W.; Wijnants, Maarten L.; Bosman, Anna M. T. – Annals of Dyslexia, 2014
The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were modeled…
Descriptors: Foreign Countries, Dyslexia, Pronunciation, Reading Skills
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Berninger, Virginia W.; Lee, Yen-Ling; Abbott, Robert D.; Breznitz, Zvia – Annals of Dyslexia, 2013
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1…
Descriptors: Dyslexia, Outcomes of Treatment, Instructional Effectiveness, Reading Skills
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Guan, Connie Qun; Ye, Feifei; Meng, Wanjin; Leong, Che Kan – Annals of Dyslexia, 2013
We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and…
Descriptors: Foreign Countries, Elementary School Students, Reading Comprehension, Writing (Composition)
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Calhoon, Mary Beth; Sandow, Alexia; Hunter, Charles V. – Annals of Dyslexia, 2010
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities…
Descriptors: Middle School Students, Reading Difficulties, Remedial Reading, Reading Programs
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Ise, Elena; Schulte-Korne, Gerd – Annals of Dyslexia, 2010
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60…
Descriptors: German, Spelling, Children, Dyslexia
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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
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Smit-Glaude, Sietsia W. D.; van Strien, Jan W.; Licht, Robert; Bakker, Dirk J. – Annals of Dyslexia, 2005
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery. A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial flow verbal group…
Descriptors: Neuropsychology, Intervention, Kindergarten, Reading Difficulties