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Smith, Hiawatha D.; Miller, Samuel D. – Reading Psychology, 2018
This study evaluated the reading and motivational profiles of 187, 3rd, 4th, and 5th graders who failed their state-mandated reading assessment. Students completed reading assessments and the Motivation for Reading Questionnaire. Overall, student performances were below grade-level expectations, with the greatest discrepancy occurring between…
Descriptors: Student Motivation, Reading, Elementary School Students, Grade 3
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Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming – Reading Psychology, 2017
This study explores how child and text clues were related to 31 kindergarteners' word-meaning derivation outcomes for 372 words presented in books read aloud to children. Data were analyzed using a multilevel, cross-classification, ordered logit model. Children showed no word-meaning derivation 40% of the time, indicating a need for instruction.…
Descriptors: Semantics, Young Children, Reading Aloud to Others, Kindergarten
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Yeung, Susanna S.; King, Ronnel B. – Reading Psychology, 2016
The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents…
Descriptors: English (Second Language), Second Language Learning, Expressive Language, Prediction
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Psychology, 2016
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
Descriptors: Phonology, Vocabulary Development, Teaching Methods, Direct Instruction
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Kaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M. – Reading Psychology, 2015
The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income…
Descriptors: Preschool Children, Vocabulary Development, Reading Comprehension, Prior Learning
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Furlonger, Brett; Holmes, Virginia M.; Rickards, Field W. – Reading Psychology, 2014
This study investigated differences in the phonological knowledge and reading skill of deaf adults using three experimental conditions that tested sensitivity to syllables, rhyme, and phonemes. Analysis of response latencies and accuracy in the three awareness tasks demonstrated that skilled deaf readers had superior phonological awareness skill…
Descriptors: Phonological Awareness, Reading Skills, Deafness, Adults
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Zipke, Marcy – Reading Psychology, 2011
An experiment examined whether beginning readers can successfully learn to detect and define homonyms, and whether this ability correlates with vocabulary and/or phonological awareness. First graders received ambiguity instruction involving homonyms in isolation, in riddles, and in text. A control group received reading lessons without a…
Descriptors: Beginning Reading, Grade 1, Language Aptitude, Metalinguistics
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Macaruso, Paul; Shankweiler, Donald – Reading Psychology, 2010
The simple view of reading (Gough & Tunmer, 1986) proposes that listening comprehension and decoding, properly measured, can account for all of the variance in reading comprehension. We assessed the simple view in community college students. In addition to listening comprehension and decoding, we included measures of oral vocabulary, nonverbal…
Descriptors: Reading Skills, Accounting, Community Colleges, College Students
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Lynch, Julie S.; van den Broek, Paul; Kremer, Kathleen E.; Kendeou, Panayiota; White, Mary Jane; Lorch, Elizabeth P. – Reading Psychology, 2008
The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two…
Descriptors: Reading Comprehension, Early Reading, Models, Phonological Awareness
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McCutchen, Deborah; Green, Laura; Abbott, Robert D. – Reading Psychology, 2008
Using a reliable and broad-based measure of morphological awareness, which tapped knowledge of relational, syntactic, and distributional morphology, we examined the development of morphological knowledge among older elementary students and the relationship of their morphological knowledge to a range of literacy measures. We found that…
Descriptors: Morphology (Languages), Phonological Awareness, Elementary School Students, Correlation