This study examined the relationship between reading, spelling, and the presence of otitis media (OM) and co-occurring hearing loss (HL) in metropolitan Indigenous Australian children, and compared their reading and spelling outcomes with those of their non-Indigenous peers. OM and HL may hinder language development and phonological awareness skills, but there is little empirical evidence to li...

the present study attempted to introduce shared reading as one of the most effective techniques in cultivating the learners’ reading and writing abilities. to this end, 50 homogenous students were assigned to the control and experimental groups following the administration of a standardized english proficiency test. thenceforth, based on writing and reading pretest scores of the learners on a g...

Many experimental studies over the last two decades have suggested that groups of children who suffer signi® cant delay in reading also show a weakness in phoneme discrimination and identi® cation. In order to look further at the relation between type of reading de® cit, auditory acuity, and speech discrimination, a group of 13 children with speci® c reading dif® culty (SRD), 12 chronological-a...

Based on the current educational perspective, main goal of learning English is to form and develop essential knowledge skills necessary intellectual qualities help students improve or apply life (Dang Thi Lan (2009), [1]. Therefore, all new books are compiled according program, based criteria promoting active methods, focusing developing four skills: listening, speaking, reading writing in each...

Learning Program integrated with Information Technology in developing reading skills of first year secondary school students. The Participants were sixty They randomly assigned to a treatment group and control (30 students each). instruments the study included checklist Reading sub- test on skills. was taught using Project Based Technology  while following plan Ministry Education Egypt. partici...

Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally ...