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Heggie, Lindsay; Wade-Woolley, Lesly – Reading Psychology, 2018
We examined the relationship between two metalinguistic tasks: prosodic awareness and punctuation ability. Specifically, we investigated whether adults' ability to punctuate was related to the degree to which they are aware of and able to manipulate prosody in spoken language. English-speaking adult readers (n = 115) were administered a receptive…
Descriptors: Intonation, Suprasegmentals, Punctuation, Metalinguistics
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Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy – Reading Psychology, 2016
This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between…
Descriptors: Prediction, High School Students, Structural Equation Models, Reading Comprehension
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Ciampa, Katia – Reading Psychology, 2016
A pre-experimental case study design was used to explore the value of intrinsic motivation in mobile eBook reading among 30 Grade 1 child participants. Data collection comprised pre- and post-test motivation questionnaires and researcher field notes. Child participants' enjoyment of mobile eBooks corresponded to 3 motivational aspects of intrinsic…
Descriptors: Teaching Methods, Grade 1, Elementary School Students, Electronic Publishing
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Bouchamma, Yamina; Poulin, Vincent; Ruel, Catherine – Reading Psychology, 2014
We examined the reading strategies of boys and girls and identified those determining academic achievement in 13-year-old Canadian students. Students from each province and one territory (N = 20,094) answered a questionnaire on, among others, reading strategies. T-test results showed that girls use these strategies more regularly compared to boys.…
Descriptors: Reading Strategies, Foreign Countries, Questionnaires, Gender Differences
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Deacon, S. Helene; Kirby, John R.; Casselman-Bell, Melissa – Reading Psychology, 2009
We present analyses of the impact of morphological awareness on spelling. Initial measures of morphological awareness and a number of control measures were taken at age 7 and spelling was assessed two years later (n = 115). Results indicated that the appreciation of morphology in oral language makes a contribution to spelling that is impervious to…
Descriptors: Foreign Countries, Morphology (Languages), Phonological Awareness, Context Effect
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Das, J. P.; Georgiou, George; Janzen, Troy – Reading Psychology, 2008
The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological…
Descriptors: Reading Difficulties, Phonological Awareness, Grade 3, Cognitive Processes
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Burton, Christine; Daneman, Meredyth – Reading Psychology, 2007
Although working memory capacity is an important contributor to reading comprehension performance, it is not the only contributor. Studies have shown that epistemic knowledge (or knowledge about knowledge and learning) is related to comprehension success and may enable low-span readers to compensate for their limited resources. By comparing the…
Descriptors: Memory, Human Body, Eye Movements, Reading Comprehension