Results 111 to 120 of about 15,171 (221)

We Need an “Engineering of Reading”: Why the “Science of Reading” May Not Be Enough

Mind, Brain, and Education, Volume 20, Issue 3, August 2026.
ABSTRACT By all accounts, the “science of reading” movement in education policy and practice is one of the most successful movements in recent educational history, and yet a critical gap remains between the scientific consensus and classroom implementation.
Elizabeth Tipton, Nicole Patton‐Terry
wiley   +1 more source

Individual Cognitive Remediation Therapy and Individual Emotion Skills Training for Anorexia Nervosa: A Case Series Study in a Paediatric Ward

European Eating Disorders Review, Volume 34, Issue 4, Page 952-959, July 2026.
ABSTRACT Introduction Adolescents with anorexia nervosa (AN) often present cognitive rigidity, impaired decision‐making, and difficulties processing emotions, all of which can impede engagement in treatment. The marked rise in paediatric hospitalisations for AN during the COVID‐19 pandemic highlights the urgent need for brief, targeted interventions in
Dario Marin, Federica Tedde, Federico Muzzarelli, Paola Elisa Cogo, Lucia Giombini   +4 more
wiley   +1 more source

Understanding Reading Development: The Interplay of Fluency, Engagement, and Reading Anxiety in Early Grades

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
Early reading fluency shapes later reading engagement, partly through its impact on reading anxiety. In a longitudinal sample of approximately 660 children followed from Grade 1 to Grade 2, higher early fluency predicted lower subsequent anxiety and better later reading outcomes.
Andrea Salins, Daria Khanolainen, Serje Robidoux, Maria Psyridou, Jenni Salminen, Minna Torppa   +5 more
wiley   +1 more source

Refugee Displacement and Migration Impact Cross‐Linguistic Transfer Between Arabic and English: Insights From Syrian Refugees

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
The figure depicts the paper's theoretical grounding (i.e., in the Component Model of Reading), and the results and interpretations for each research question in support of the conclusion that displacement and migration experiences play a role in biliteracy acquisition and cross‐linguistic transfer.
Sarah Akkad, Kaja Jasińska
wiley   +1 more source

Supporting Early Literacy and Reading Skills Development in Grade 1: Findings From a Randomized Control Trial With GraphoLearn‐Rime and Teacher‐Led Phonics Instruction

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
In the abstract, we have graphically presented the aim and design of the randomized control trial. Furthermore, our key findings on both the interventions' effectiveness and learning transfer across media are briefly explained. ABSTRACT This randomized control trial examined the contribution of teacher‐led phonics instruction and GraphoLearn‐Rime (GL ...
Deepti Bora, Ulla Richardson, Anna‐Maija Poikkeus, Minna Torppa   +3 more
wiley   +1 more source

They Don't Talk Very Good: Attending to Raciolinguistic Socialization in Early Childhood

The Reading Teacher, Volume 80, Issue 1, July/August 2026.
ABSTRACT In this article, I share experiences from my roles as a teacher, researcher, and parent to show how raciolinguistic ideologies take hold in early childhood. Specifically, I illustrate how children come to uphold English superiority, map language to belonging, and make judgments about whose language counts.
Erin Quast
wiley   +1 more source

Early Identification of DLD in Paediatric Practice: A Pilot Validation of the CLAP Screening Tool in Italian Outpatient Settings

International Journal of Language &Communication Disorders, Volume 61, Issue 4, July/August 2026.
ABSTRACT Background Language development in early childhood varies considerably, making early detection of Developmental Language Disorders (DLDs) challenging despite their high prevalence and long‐term effects on learning and mental health. In Italy, no culturally adapted, easy‐to‐use screening tools are currently available in primary care. To address
Andrea Ricotti, Danilo Dimitri, Federica Nebbia, Andrea Carpino, Lorena Charrier, Giulia De Cillis, Silvia Bonzo, Maria Actis, Elena Grosso, Emanuela Malorgio, Silvia Gambotto, Lucia Borsotti, Silvia Gallo, Fabiana Marnetto, Emilia Parodi   +14 more
wiley   +1 more source

Immediate Effects of Delayed Auditory Feedback on Stuttering: A Systematic Review and Meta‐Analysis of Literature Published 2000–2024

International Journal of Language &Communication Disorders, Volume 61, Issue 4, July/August 2026.
ABSTRACT Purpose This systematic review and meta‐analysis evaluated the fluency‐ enhancing effect of DAF alone in individuals with developmental stuttering. Methods Following PRISMA 2020 guidelines, we searched multiple databases for studies published between 2000 and 2024.
Daichi Iimura, Takuma Yamamoto, Osamu Ishida   +2 more
wiley   +1 more source

Impairment of written word production in logopenic primary progressive aphasia: dissociating phonological and orthographic contributions. [PDF]

Front Hum Neurosci
Macoir J, Laforce R, Lavoie M.
europepmc   +1 more source

How do gestural interactions support visuospatial cognition in STEM learning?

British Journal of Educational Technology, Volume 57, Issue 4, Page 1140-1162, July 2026.
Abstract Existing literature shows that touchscreen devices can support learning of visuospatially rich STEM content. However, the mechanisms by which touchscreen devices support cognition in learning remains unclear. This study examined how gestural interactions afforded by touchscreen devices support visuospatial cognition in STEM learning by ...
Zhen Xu, Pasha Antonenko, Kara M. Dawson, Do Hyong Koh, Christine Wusylko   +4 more
wiley   +1 more source