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Fall 2023

Dunn, Kristy L

This dissertation includes two studies that examine the effects of home- and school-based reading intervention during the COVID-19 pandemic in a group of Grade 1 to 3 struggling readers. The first study examined whether different parent- and teacher-related factors had an effect on at-risk...

Fall 2014

Tsantali, Anastasia

According to Bowers and Wolf (1993), rapid automatized naming (RAN) is related to reading because of its contribution to orthographic processing. However, the nature of the RAN-orthographic processing relationship remains unclear. Thus, the purpose of this study was two-fold: (a) to examine the...

Fall 2016

Dunn, Kristy L

The purpose of the present study was twofold: (a) to examine what cognitive processes differentiate between gifted readers and controls, and (b) to examine the individual profiles of gifted readers. One hundred forty-four grade 4 to 6 elementary school children (54 grade 4, 55 grade 5, and 35...

Spring 2020

Naveenkumar,Nithya

Although Planning, Attention, Simultaneous and Successive (PASS) processing theory of intelligence has been argued to offer an alternative look at intelligence and PASS processes – operationalized with the Cognitive Assessment System – have been used in several studies, it remains unclear how...

Spring 2012

Hung, Rickie W K

This study examined the nature and cognitive predictors of orthographic learning in 20 adults with dyslexia and 27 controls. Orthographic learning was assessed with an orthographic choice task and with eye movements in reading a passage embedded with novel words. Participants also completed tasks...

Spring 2014

Abougoush, Mariam H

The purpose of the present study was twofold: (a) to examine what PASS processes differentiate gifted children from chronological-age controls and (b) to examine what PASS processes predict reading and mathematics achievement. Twenty-six gifted children (13 females; mean age = 10 years and four 4...

Spring 2019

Altani, Angeliki

This dissertation includes three papers that investigate the distinction between serial and discrete processing in rapid naming and word reading tasks, across three elementary grades (1, 3, and 5) and two languages (English and Greek). Rapid naming and word reading tasks were utilized in two...

Fall 2017

Ludwig, Caralyn E.

Despite a large body of research on the effectiveness of reading interventions for monolingual English speakers, research on reading interventions for English language learners (ELLs) is still relatively scarce. Because the number of ELLs in schools is growing rapidly and these students often...