Changes in Reading Strategies in School-Age Children

@article{SanabriaDaz2009ChangesIR,
  title={Changes in Reading Strategies in School-Age Children},
  author={Gretel Sanabria D{\'i}az and Mar{\'i}a del Rosario Torres and Jorge Iglesias and Raysil Mosquera and Vivian Reigosa and Elsa Santos and Agust{\'i}n Lage and Nancy Est{\'e}vez and Lı́dice Gal{\'a}n},
  journal={The Spanish journal of psychology},
  year={2009},
  volume={12},
  pages={441 - 453}
}
Learning to read is one of the most important cognitive milestones in the human social environment. One of the most accepted models explaining such process is the Double-Route Cascaded Model. It suggests the existence of two reading strategies: lexical and sublexical. In the Spanish language there are some contradictions about how these strategies are applied for reading. In addition, there are only a few studies dealing with the analysis of shifts between them, achieving a fluent reading… 
Computer-assisted Remedial Instruction Structured to reduce Dyslexia in children
the study is a remedial instruction strategy to improve reading ability of children with developmental dyslexia, strategy belongs to Structured Literacy category which align resources, knowledge,
Applicability of dual-route reading models to Spanish.
TLDR
An analysis of the two main factors that influence the reading in Spanish concludes that non-lexical reading represents the initial reading strategy in Spanish and the "reading threshold" is lower than in other transparent orthographies.
Efecto de longitud silábica en español
Dual route theories of reading assume the existence of two paths: the lexical route, which operates with complete words and al-lows direct access from spelling to semantics and speech; and, the
Quick test to diagnostic developmental dyslexia in children based on Bishop and Snowling model of reading comprehension
The identification of Developmental dyslexia in early stages is relevant because an intervention remedial strategy will get better outcomes, and the time that take discover dyslexia, and design and
Reading-Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade
The Effect of Stimulus Variability on Learning and Generalization of Reading in a Novel Script.
TLDR
The results show that the statistical properties of the input during reading acquisition influence the type of acquired knowledge and have theoretical and practical implications for planning efficient reading instruction methods.
Using Sound in Teaching Reading in Early Childhood Education
Early childhood is as charming as ever. It is an age of imagination and fantasy. Therefore, it is natural that education at this stage should develop the child’s imagination through literacy
Seven Linguistic and Pedagogical Principles Leading to Success of Phonics Based Instruction: An Overview of Magic Phonics
TLDR
The researcher shares the “Seven Linguistic and Pedagogical Principles” that has been considered as the foundation of his work in authoring Magic Phonics series, which has been greatly welcomed by private language schools specializing in early literacy of Iranian EFL Young Learners.
Development of reading skills and motivation in learning English as a function of young learner`s previous language background: Kazakhstani context
The article enhances practical effectiveness of English proficiency reading skills among young language learners in Kazakhstan requires the improvement and development of knowledge regarding
A System to Support Regional Screening Programs to Identify School-age Children at Risk of Neurodevelopmental Disorders
TLDR
A system to support regional screening programs to identify school-age children (6 to 12 years old) that are at risk of a neurodevelopmental disorders that will clarify the need of referral for early intervention services and/or other evaluations and enable longitudinal follow-up neuro developmental studies in large samples of children.
...
...

References

SHOWING 1-10 OF 107 REFERENCES
From language to reading and dyslexia.
TLDR
Findings from two experimental studies suggest that the phonological deficits of dyslexic children and adults cannot be explained in terms of impairments in low-level auditory mechanisms, but reflect higher-level language weaknesses.
The influence of lexical and sublexical variables in normal and poor Spanish readers
The main aim of our study was to find out the effect of several lexical and sublexical variables (lexical category, lexical frequency, syllabic structure, and word length) in the acquisition of
Subtypes of developmental dyslexia and lexical acquisition
Although much has been learned about the nature and etiology of impairments in sublexical translation skills, less is known about the difficulties of children who are poor at recognising words as
Developmental dyslexia in different languages: language-specific or universal?
The use of orthographic and phonological strategies for the decoding of words in children with developmental dyslexia and average readers.
TLDR
Compared with their performance on phonological tasks, the developmental dyslexia group performed at a level commensurate with their age when carrying out the orthographic tasks, whereas the chronological age control group generally showed superior orthographic and phonological processing abilities.
Predicting Delay in Reading Achievement in a Highly Transparent Language
TLDR
Preschool composite naming speed measures best predicted reading fluency at the end of Grade 2 and the supportive role of orthographic knowledge in phonological awareness, the role of visual analogical reasoning, and the inability of phonological measures to discriminate late decoders are discussed.
Learning to read: English in comparison to six more regular orthographies
Reading performance of English children in Grades 1–4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels.
Becoming literate in different languages: similar problems, different solutions.
TLDR
It is proposed that because languages vary in the consistency with which phonology is represented in orthography, there are developmental differences in the grain size of lexical representations, and accompanying differences in developmental reading strategies across orthographies.
...
...