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Relationships Between Cognitive Abilities And Reading Skills
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Book Synopsis Relationships Between Cognitive Abilities and Reading Skills by : Lisa Ann Szczesniak
Download or read book Relationships Between Cognitive Abilities and Reading Skills written by Lisa Ann Szczesniak and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There were generally null effects for added variance, though there may be some evidence for a curvilinear relationship between cognitive ability and the specific skill of decoding. These regressions were also re-run while controlling for demographic variables, and again a third time when individuals with possible response bias (i.e., low effort or malingering) were removed; the results did not change. Finally, linear correlations were calculated separately for students in different parts of the distribution of cognitive ability. Again, results indicated that the relationships remain linear across the distribution of cognitive ability. While our primary hypothesis was not supported, this study extended previous research to better understand the linear nature of cognitive-achievement relationships among referred adults. Implications for practice are nuanced and depend on which model of learning disability diagnosis is used.
Book Synopsis Reading to Young Children by : Guyonne Kalb$aut$!3584296411
Download or read book Reading to Young Children written by Guyonne Kalb$aut$!3584296411 and published by . This book was released on 2013 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Book Synopsis Reading Acquisition by : Philip B. Gough
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Book Synopsis The Relationships Among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading by :
Download or read book The Relationships Among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading written by and published by . This book was released on 2009 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited. Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures. High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading. This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
Book Synopsis Reading and Spelling by : Charles Hulme
Download or read book Reading and Spelling written by Charles Hulme and published by Routledge. This book was released on 2012-12-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Book Synopsis Woodcock-Johnson III by : Nancy Mather
Download or read book Woodcock-Johnson III written by Nancy Mather and published by John Wiley & Sons. This book was released on 2002 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A one-of-a-kind resource for evaluators using the Woodcock-Johnson® III The Woodcock-Johnson® III is one of the most widely used instruments for assessing both cognitive abilities and achievement in children and adolescents. Woodcock-Johnson® III: Reports, Recommendations, and Strategies is the only reference to provide valuable guidelines for preparing useful recommendations and writing effective, descriptive psychological and educational reports based on WJ III® scores, tasks analysis, and error patterns. Featuring the most up-to-date information available on the WJ III®, this essential resource offers an overview of the WJ III® scores and interpretive information, along with a review of the clusters, and tests. Numerous examples of diagnostic reports that depict a variety of common student learning problems are included, illustrating applications of the WJ III® in both educational and clinical settings. Drs. Nancy Mather and Lynne Jaffe also provide a wide variety of educational recommendations, along with summaries of proven methods and techniques for implementing successful examiner recommendations, which can easily be attached to a report. WJ III® examiners will find this volume invaluable in preparing psychoeducational reports about children's abilities, and teachers and educational therapists will find it helpful in converting recommendations into measurable goals and objectives for monitoring students' progress.
Book Synopsis Contemporary Intellectual Assessment by : Dawn P. Flanagan
Download or read book Contemporary Intellectual Assessment written by Dawn P. Flanagan and published by Guilford Publications. This book was released on 2022-12-05 with total page 1153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. New to This Edition *Complete coverage of new or updated tests: WPPSI-IV, WISC-V, WISC-V Integrated, WJ IV, ECAD, CAS2, RIAS-2, KABC-II Normative Update, and UNIT2. *Chapters on cutting-edge approaches to identifying specific learning disabilities and reading disorders. *Chapters on brain imaging, neuropsychological intervention in schools, adult intellectual development, and DSM-5 criteria for learning disorders. *Updated chapters on theories of intelligence, their research base, and their clinical utility in guiding cognitive and neuropsychological assessment practice.
Book Synopsis The Cognitive Foundations of Reading and Its Acquisition by : Wesley A. Hoover
Download or read book The Cognitive Foundations of Reading and Its Acquisition written by Wesley A. Hoover and published by Springer Nature. This book was released on 2020-06-09 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.
Book Synopsis The Connection Between Mathematical and Reading Abilities and Disabilities by : Shelley Shaul
Download or read book The Connection Between Mathematical and Reading Abilities and Disabilities written by Shelley Shaul and published by Frontiers Media SA. This book was released on 2022-05-03 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Explaining Individual Differences in Reading by : Susan A. Brady
Download or read book Explaining Individual Differences in Reading written by Susan A. Brady and published by Psychology Press. This book was released on 2011-05-09 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Book Synopsis Cognitive and Affective Factors in Relation to Learning by : Mikaela Nyroos
Download or read book Cognitive and Affective Factors in Relation to Learning written by Mikaela Nyroos and published by Frontiers Media SA. This book was released on 2022-11-10 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationships Between Cognitive Development, Language Development, and Reading Ability in Children Ages Six-to-nine by : Lee Jenkins
Download or read book The Relationships Between Cognitive Development, Language Development, and Reading Ability in Children Ages Six-to-nine written by Lee Jenkins and published by . This book was released on 1978 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Building the Reading Brain, PreK-3 by : Pamela Nevills
Download or read book Building the Reading Brain, PreK-3 written by Pamela Nevills and published by Corwin Press. This book was released on 2009-01-06 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover how children’s brains change as they develop early reading skills! Moving through skills acquisition from birth to age eight, this updated edition of the best-selling book gives educators a clear picture of how children acquire and develop language skills in preparation for reading. This updated edition features developmentally appropriate practices for fostering critical literacy skills in each age group and expanded information on English learners and Response to Intervention. The authors provide: Brain-friendly strategies that build phonemic awareness, phonics, vocabulary, comprehension, and fluency skills Instructional applications for games, music, and play Interventions for children with early reading difficulties
Book Synopsis An Investigative Study Showing Relationships Between Reading Scores and Tests of Visual-spatial-temporal Cognitive Abilities by : Helen Loretta Walters McGreevy
Download or read book An Investigative Study Showing Relationships Between Reading Scores and Tests of Visual-spatial-temporal Cognitive Abilities written by Helen Loretta Walters McGreevy and published by . This book was released on 1978 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :International Reading Association Publisher :Newark, Del. : International Reading Association ISBN 13 : Total Pages :288 pages Book Rating :4.F/5 ( download)
Book Synopsis Understanding Reading Comprehension by : International Reading Association
Download or read book Understanding Reading Comprehension written by International Reading Association and published by Newark, Del. : International Reading Association. This book was released on 1984 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intended to illuminate current understanding of how the reader's cognition and language and the text's structure affect the processing of prose, this volume contains articles written by educators, linguists, psychologists, and artificial intelligence experts on issues of comprehension research. The first part of the book examines reading comprehension as a cognitive process. The second part explores the relationships between important aspects of language study and reading, while part three focuses on the relationship between text structure and reading comprehension. The 12 essays discuss the following: (1) understanding comprehension; (2) cognitive monitoring in reading; (3) the linearity of reading; (4) consciousness and reading comprehension; (5) an artificial intelligence (AI) perspective on reading comprehension; (6) language development and reading; (7) word finding, word organizing, and reading; (8) comprehension rates in listening or reading; (9) prose structure in content areas; (10) coherent and cohesive harmony; (11) cognitive psychology and readability; and (12) continuities and discontinuities in readability and prose comprehension. (HTH)
Book Synopsis The Relationship Between Cognitive Development and Beginning Reading Ability by : Cynthia K. Steele
Download or read book The Relationship Between Cognitive Development and Beginning Reading Ability written by Cynthia K. Steele and published by . This book was released on 1980 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
