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EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words
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Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
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Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic
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The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always Better
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Abstract:
Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the words, affects children’s learning and comprehension. In this study, we manipulated perceptual properties of text by presenting reading passages in different font sizes, line lengths, and line spacing to 100 children in the second and fifth grades. For second graders (Experiment 1), decreasing font size, as well as increasing line length, yielded significantly lower comprehension scores. Line spacing had no effect on performance. For fifth graders (Experiment 2), decreasing font size yielded higher comprehension scores, yet there were no effects for line length and line spacing. Results are discussed within a "desirable difficulty" approach to reading development.
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Keyword:
Research Article
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URL: https://doi.org/10.1371/journal.pone.0074061 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3777945 http://www.ncbi.nlm.nih.gov/pubmed/24069266
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The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children
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The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children
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fMRI of syntactic processing in typically developing children: structural correlates in the inferior frontal gyrus.
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In: Developmental cognitive neuroscience, vol 1, iss 3 (2011)
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