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Direct linkJoanna Kamykowska; Magdalena Luniewska; Natalia Banasik-Jemielniak; Ewa Czaplewska; Magdalena Kochanska; Grzegorz Krajewski; Agnieszka Maryniak; Katarzyna Wiejak; Grazyna Krasowicz-Kupis; Ewa Haman – Reading and Writing: An Interdisciplinary Journal, 2025
We investigated the comorbidity of low language and reading skills in 6- to 8-year-old monolingual Polish-speaking children (N = 962) using three different approaches: norming data to determine the prevalence of co-morbid difficulties, group comparisons of profiles on key cognitive-linguistic measures, and a case series analysis examining the…
Descriptors: Foreign Countries, Polish, Language Skills, Reading Skills
Candice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Silkes, JoAnn P. – Journal of Speech, Language, and Hearing Research, 2018
Purpose: Masked priming has been suggested as a way to directly target implicit lexical retrieval processes in aphasia. This study was designed to investigate repeated use of masked repetition priming to improve picture naming in individuals with anomia due to aphasia. Method: A single-subject, multiple-baseline design was used across 6 people…
Descriptors: Priming, Aphasia, Outcomes of Treatment, Naming
Flurie, Maurice; Ungrady, Molly; Reilly, Jamie – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Primary progressive aphasia (PPA) and the amnestic variant of Alzheimer's disease (AD) are neurodegenerative conditions characterized by a profound loss of functional communication abilities. Communicative impairment in AD and PPA is especially apparent in the domain of naming common objects and familiar faces. We evaluated the…
Descriptors: Aphasia, Neurological Impairments, Alzheimers Disease, Communication Skills
McIlraith, Autumn L. – Journal of Research in Reading, 2018
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and…
Descriptors: Regression (Statistics), Predictor Variables, Reading Ability, Phonological Awareness
Hagedorn, Christina; Proctor, Michael; Goldstein, Louis; Wilson, Stephen M.; Miller, Bruce; Gorno-Tempini, Maria Luisa; Narayanan, Shrikanth S. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: Real-time magnetic resonance imaging (MRI) and accompanying analytical methods are shown to capture and quantify salient aspects of apraxic speech, substantiating and expanding upon evidence provided by clinical observation and acoustic and kinematic data. Analysis of apraxic speech errors within a dynamic systems framework is provided…
Descriptors: Diagnostic Tests, Articulation (Speech), Speech Impairments, Acoustics
Plym, Jade; Lahti-Nuuttila, Pekka; Smolander, Sini; Arkkila, Eva; Laasonen, Marja – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Developmental language disorder (DLD) is defined by persistent difficulties with language, but a growing body of evidence suggests that it is also associated with domain-general and nonverbal information-processing deficits. However, the interconnections between cognitive functions, both nonverbal and language related, are still unclear.…
Descriptors: Language Impairments, Developmental Disabilities, Cognitive Ability, Preschool Children
Middleton, Erica L.; Schwarts, Myrna F.; Rawson, Katherine A.; Traut, Hilary; Verkuilen, Jay – Journal of Speech, Language, and Hearing Research, 2016
Purpose: The purpose of this article was to examine how different types of learning experiences affect naming impairment in aphasia. Methods: In 4 people with aphasia with naming impairment, we compared the benefits of naming treatment that emphasized "retrieval practice" (practice retrieving target names from long-term memory) with…
Descriptors: Naming, Aphasia, Intervention, Recall (Psychology)
Hakvoort, Britt; de Bree, Elise; van der Leij, Aryan; Maassen, Ben; van Setten, Ellie; Maurits, Natasha; van Zuijen, Titia L. – Journal of Speech, Language, and Hearing Research, 2016
Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those…
Descriptors: Foreign Countries, Speech, Perception, Phonology
Del Tufo, Stephanie N.; Earle, F. Sayako – Journal of Learning Disabilities, 2020
Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; "Diagnostic and Statistical Manual of Mental Disorders" [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The…
Descriptors: College Students, Developmental Disabilities, Dyslexia, Learning Disabilities
Storkel, Holly L.; Voelmle, Krista; Fierro, Veronica; Flake, Kelsey; Fleming, Kandace K.; Romine, Rebecca Swinburne – Language, Speech, and Hearing Services in Schools, 2017
Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase…
Descriptors: Books, Oral Reading, Interaction, Language Impairments
Geronikou, Eleftheria; Rees, Rachel – Child Language Teaching and Therapy, 2016
This study investigated the possibility that similar speech error patterns in children may arise from different patterns of underlying speech processing difficulties. Four Greek children (aged 4;7-5;6 years) with similar speech output difficulties were assessed with a range of experimental tasks with phonologically matched items in order to…
Descriptors: Speech Impairments, Greek, Speech Skills, Experimental Groups
Bellocchi, Stéphanie; Tobia, Valentina; Bonifacci, Paola – Reading and Writing: An Interdisciplinary Journal, 2017
Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic…
Descriptors: Bilingual Students, Second Language Learning, Italian, Predictor Variables
van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
