All Outputs (5)

Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills (2013)
Journal Article
Johnston, R., McGeown, S., & Moxon, G. E. (2014). Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37(1), 51-64. https://doi.org/10.1111/jrir.12007

This study examined, in 180 children aged from 6 to 9years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of rea... Read More about Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills.

Reading instruction affects the cognitive skills supporting early reading development (2012)
Journal Article
Johnston, R. S., McGeown, S. P., & Medford, E. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22(3), 360-364. https://doi.org/10.1016/j.lindif.2012.01.012

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (22 S.D.) and post-test 5;03 (21 S.D.)) were taught to re... Read More about Reading instruction affects the cognitive skills supporting early reading development.

Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls (2011)
Journal Article
Johnston, R. S., McGeown, S., & Watson, J. E. (2012). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing, 25(6), 1365-1384. https://doi.org/10.1007/s11145-011-9323-x

A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in... Read More about Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls.

Poor readers' use of orthographic information in learning to read new words: A visual bias or a phonological deficit? (2008)
Journal Article
McNeil, A. M., & Johnston, R. S. (2008). Poor readers' use of orthographic information in learning to read new words: A visual bias or a phonological deficit?. Memory & cognition, 36(3), 629-640. https://doi.org/10.3758/mc.36.3.629

In this study, we examined the ability of 11-year-old poor readers and reading age controls to learn new print vocabulary. It was found that the poor readers were slower than the controls to learn to read a set of nonwords accurately but that, when a... Read More about Poor readers' use of orthographic information in learning to read new words: A visual bias or a phonological deficit?.

An examination of the effects of reading instruction and gender differences on children's reading (2008)
Thesis
Logan, S. (2008). An examination of the effects of reading instruction and gender differences on children's reading. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4209436

The aim of this thesis is to explore a number of areas relating to children’s reading. The experimental studies were designed to investigate reading strategies, attitudes to reading and underlying cognitive processes. However the focus within each of... Read More about An examination of the effects of reading instruction and gender differences on children's reading.