A number of factors contribute to proficient word recognition, including phonological awareness and the ability to make orthographic analogies. The present study considered the relative contribution analogy abilities make toward early reading ability. Two analogy tasks and measures of phonological awareness, orthographic knowledge, visual memory, general language ability, and non-verbal intelli...

Phonological awareness is an early indicator of emergent reading skill that is known to be reliably related to eventual reading performance. This established research based coupled with federal and state requirements to measure phonological awareness as an indicator of early reading program success has heightened the attention toward phonological assessment tools. The purpose of this paper is t...

Effective reading instruction plays an important role in improving students’ outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers’ word study knowledge for instructing both typically developing re...

BACKGROUND Little is known about the links between the time that young children go to bed and their cognitive development. In this paper we seek to examine whether bedtimes in early childhood are related to cognitive test scores in 7-year-olds. METHODS We examined data on bedtimes and cognitive test (z-scores) for reading, maths and spatial abilities for 11 178 7-year-old children from the UK...

This study examined the unique contribution of computer-based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty-six pre-school children (aged 5–6), at high risk for learning disabilities, ...

How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2-3, ages 7-9) in bilingual Spanish-English schools who were either from Spanish-speaking homes (new to English) or English-speaking h...

Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6-7 years. Many children enter formal schooling (kindergarten) around 5 years of age wi...

The purpose of this study was to determine the ability read early, inhibiting and supporting factors students in early reading, find out concepts applied by school teaching grade 1 at SDN Gunungsari. reason for doing research is author's desire beginning method used descriptive qualitative using data collection techniques form observation, interviews, documentation tests. validity triangulation...

The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network’s non-word reading was poor relative to word reading when compared with the children. Second, the network made more non-lex...

this study investigated the effect of reciprocal teaching (rt) on efl learners’ reading comprehension. fifty intermediate learners participated in the study and were sampled as the experimental (n = 25) and control groups (n = 25). participants were male and ranged in age from 15 to 16. the reading section of key english test (ket, 2010) was used as the pretest to assess the participants’ entry...