Zobrazeno 1 - 10
of 170
pro vyhledávání: '"William E. Nagy"'
Autor:
Steven A. Stahl, William E. Nagy
Learning new words is foundational to success in school and life. Researchers have known for years that how many word meanings a student knows is one of the strongest predictors of how well that student will understand text and be able to communicate
Publikováno v:
Child Language Teaching and Therapy; October 1986, Vol. 2 Issue: 3 p370-371, 2p
Publikováno v:
Journal of experimental child psychology. 199
The current study examined how morphological awareness contributes to reading comprehension across three levels of English proficiency designation. Participants were 377 fourth- and fifth-grade students, including 198 native English speakers (NE grou
Autor:
Robert J. Thompson, Stephen T. Peverly, Amie Wolf, Steven L. Tanimoto, Todd L. Richards, Virginia W. Berninger, William E. Nagy, Robert D. Abbott
Publikováno v:
Trends in Neuroscience and Education. 5:146-155
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch
Autor:
Kathleen Nielsen, Robert H. Thompson, Steve Tanimoto, Robert D. Abbott, Marshall Raskind, Ruby Dawn Lyman, Virginia W. Berninger, William E. Nagy, Kristin Kawena Begay, Kira Geselowitz
Publikováno v:
Education and information technologies. 23(3)
Children in grades 4 to 6 (N = 14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown
Publikováno v:
Journal of Computer Assisted Learning. 31:671-689
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra
Publikováno v:
Computers & Education. 81:154-168
Effectiveness of iPad computerized writing instruction was evaluated for 4th-9th graders (n?=?35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and wr
Autor:
Katie Askren, Scott F. Beers, Virginia W. Berninger, William E. Nagy, Kevin Yagle, Zoe Mestre, Robert D. Abbott, Peter Boord, Todd L. Richards
Publikováno v:
Journal of systems and integrative neuroscience
While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant
Publikováno v:
Journal of systems and integrative neuroscience
Typical oral and written language learners (controls) (5 girls, 4 boys) completed fMRI reading judgment tasks (sub-word grapheme-phoneme, word spelling, sentences with and without spelling foils, affixed words, sentences with and without affix foils,