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The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss
This study investigated the relationships between metalinguistic skills, including phonological, orthographic, and morphological awareness, and...
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Orthographic facilitation of English vocabulary learning in monolingual and bilingual children
Research suggests that bilinguals often have weaker vocabulary in their second language compared to that of monolinguals (e.g., Hoff, 2013). It is...
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Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences
The available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of...
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Epistemic modality in upper elementary students’ argument writing: a feature of argumentation
Language is essential for making meaning in written communication, and argument writing is a key genre of schooling to which language contributes...
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Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension
This study assessed the effect of adjectives and noun premodifiers on L2 noun phrase comprehension and error types among English Language Learners....
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Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition
The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency...
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Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters
A growing number of primary school students experience difficulties with grapho-motor skills involved in handwriting, which impact both form and...
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Predicting Chinese reading proficiency based on eye movement features and machine learning
This study explores the effectiveness of machine learning and eye movement features in predicting Chinese reading proficiency. Unlike previous...
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Reading and emotional-behavioural development in Finnish children: a longitudinal study of associations
Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the...
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Effects a peer-tutorial story-map intervention on the reading and writing of students with and without German as a second language
Reading and writing are enormously valuable, influencing every area of life beyond school. However, reading and writing difficulties are on the rise,...
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Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn
Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million...
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The impact of orthographic knowledge on reading development in German third graders
Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level...
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The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students
Reading engagement is a strong predictor of students’ reading outcomes, but its consistent positive effects across diverse student groups remain...
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Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind
The trend of podcast and audiobook listening is on the rise, thus paving the way for a new, popular learning environment. It is crucial to deliberate...
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A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers
Shifting demographics in K-12 schools have increased Spanish-speaking Multi-Language Learners’ (MLLs’) enrollment across the United States. While...
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The impact of teacher academic support and L2 writing self on feedback-seeking behavior
The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is...
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Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3
The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading...
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Predictors of Chinese reading in Chinese monolingual and Chinese–English bilingual children in Mainland China
There is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these...
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Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5
There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a...
