Search results for author:"Rauno Parrila"
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Revisiting the home literacy model of reading development in an orthographically consistent language
Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 496–505
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence,...
Reading and Writing: An Interdisciplinary Journal Vol. 27, No. 5 (May 2014) pp. 855–873
Research investigating whether people's literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in...
Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors
Learning and Instruction Vol. 19, No. 6 (December 2009) pp. 466–480
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (
Journal of Learning Disabilities Vol. 48, No. 3 (2015) pp. 323–334
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) ...
Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1
Learning and Instruction Vol. 20, No. 1 (February 2010) pp. 61–71
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching...