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Children’s morphological awareness and reading ability
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included aExpand
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Naming Speed and Phonological Awareness as Predictors of Reading Development.
This article investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. The authors use regression analyses to predict readingExpand
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Naming Speed and Reading: From Prediction to Instruction
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languagesExpand
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Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8.
Research to date has proposed four main variables involved in reading development: phonological awareness, naming speed, orthographic knowledge, and morphological awareness. Although each of theseExpand
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Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of thoseExpand
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Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?
This study examines how measures of articulation rate, verbal short-term memory (STM), naming speed, and phonological awareness tasks administered in kindergarten and again in Grade 1 jointly andExpand
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Predictors of word decoding and reading fluency across languages varying in orthographic consistency.
Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency inExpand
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Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM
Abstract Social interaction is a fundamental problem for children with autism spectrum disorders (ASD). Various types of social skills interventions have been developed and used by clinicians toExpand
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Development of individual differences in reading : Results from longitudinal studies in english and finnish
The authors examined individual differences in reading development in English and Finnish. English-speaking Canadian children were assessed once per year in Grades 1-5, and Finnish children wereExpand
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Gender differences in abused children with and without disabilities.
OBJECTIVE Two questions were posed: (1) What are the proportions of boys and girls in various categories of substantiated child abuse? (2) Do the gender proportions differ for children with andExpand
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