Results 151 to 160 of about 22,975 (241)

Identification and Classification of Learning Disabilities Using Machine Learning Approaches: A Meta‐Analysis

Mind, Brain, and Education, Volume 20, Issue 3, August 2026.
ABSTRACT Machine learning (ML) algorithms have been increasingly used to predict learning disability (LD) risk across various disciplines, but the effectiveness of different algorithms remains unclear. We summarize the literature on ML applications for the identification and classification of LDs using behavioral (e.g., phoneme manipulation and sound ...
Yusra Ahmed, Lisa K. Chinn, Connor L. Cheek, David J. Francis, Elena L. Grigorenko   +4 more
wiley   +1 more source

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

Cross‐Linguistic Variations in Word‐Final Position: The Parametric Hierarchies, Connections and Networks

Studia Linguistica, Volume 80, Issue 2, August 2026.
ABSTRACT Word‐final position is widely recognized as a structurally weak and restricted domain, yet languages differ strikingly in how they regulate segments and clusters at the right edge. While some systems categorically prohibit final consonants, others allow only a subset of segments, and still others impose process‐based adjustments such as final ...
Semra Baturay Meral
wiley   +1 more source

Hemodynamic Responses to Word Forms in Japanese Infant-Directed Vocabulary in 5- and 9-Month-Old Infants: Early Sensitivity to Prosodic Structure and Emergence of Prosodic Representations. [PDF]

Dev Sci
ABSTRACT The prosodic characteristics of a native language greatly influence early language acquisition. Yet, Japanese mothers are known to use a specific prosodic structure in infant‐directed vocabulary (IDV)—specifically, three‐mora, two‐syllable words with a heavy‐light pattern—which, crucially, differs from the standard prosodic rhythm of adult ...
Akimoto Y, Takahasi M, Yamane N, Tsui RK, Hayashi A, Mazuka R.   +5 more
europepmc   +2 more sources

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

Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study. [PDF]

Dev Cogn Neurosci, 2019
Dębska A, Chyl K, Dzięgiel G, Kacprzak A, Łuniewska M, Plewko J, Marchewka A, Grabowska A, Jednoróg K.   +8 more
europepmc   +1 more source

Developmental Patterns of English Alphabet Knowledge in Chinese–English Emergent Bilingual Children

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
The graphical abstract compares the developmental patterns of alphabet knowledge between Chinese‐English bilingual children and established monolingual norms. The study highlights a distinct developmental pattern, emphasizing the need for alphabet instruction that accounts for specific cultural and linguistic contexts for bilingual children.
Somin Park
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

Temporo-frontal activation during phonological processing predicts gains in arithmetic facts in young children. [PDF]

Dev Cogn Neurosci, 2019
Suárez-Pellicioni M, Fuchs L, Booth JR.
europepmc   +1 more source