The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with…

This study analyses the impact of certain cognitive processes on the writing of words in languages with different orthographic consistency (Spanish and Arabic) in the first and second years of Primary Education. One hundred twenty-eight schoolchildren from Ecuador and 109 from Algiers participated in this study. All the participants were aged…

Achieving proficiency in core foundational oral language (OL), reading, and writing skills remains difficult for students with specific learning disabilities (SLD) and foundational OL difficulty (National Center for Educational Statistics, 2022). Despite evidence linking OL skills in grammar (morphosyntax, syntax) and vocabulary (semantics) to…

This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses),…

Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…