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Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
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In: Sci Stud Read (2020)
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Abstract:
To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters—their frequency in printed materials, order in the alphabet, and visual similarity to other letters—relate to children’s letter-name knowledge in four languages with three distinct scripts (English [N = 318; M age = 4.90], Portuguese [N = 366; M age = 5.80], Korean [N = 168; M age = 5.48], and Hebrew [N = 645; M age = 5.42]). Explanatory item response modeling analysis showed that the frequency of letters in printed materials was consistently related to letter difficulty across the four languages. There were also moderation effects for letter difficulty in English and Korean, and for discriminatory power of letters in Korean. The results suggest that exposure to letters as measured by letter frequency is a language-general mechanism in the learning of alphabet letters.
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Article
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URL: https://doi.org/10.1080/10888438.2020.1830406
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8734658/
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| 4 |
Is Retell a Valid Measure of Reading Comprehension?
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In: Educ Res Rev (2020)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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| 10 |
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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The Effects of Genetic and Environmental Factors on Writing Development
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| 13 |
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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The Impact of Transcription Writing Interventions for First-Grade Students
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| 15 |
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
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| 16 |
The Impact of Transcription Writing Interventions for First-Grade Students.
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| 17 |
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.
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The Effects of Genetic and Environmental Factors on Writing Development.
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