This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th and 5th grade. The first aim was to explore whether children's use of orthographic knowledge was modulated by lexical variables--word frequency and orthographic neighborhood--or sublexical…

Purpose: The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method: Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of…

This retrospective, exploratory investigation examined the types of target words that 66 children with/without word-finding difficulties (WFD) had difficulty naming, and the types of errors they made. Words were studied with reference to lexical factors (LFs) that might influence naming performance: word frequency, familiarity, length, phonotactic…

Spelling is a language problem-space, not only a school subject. Successful spelling demands going beyond letter to sound mapping and gaining access to a full representation of the orthographic structure of words. We traced bilingual Catalan/Spanish speakers' spelling performance in Catalan across elementary school in two tasks: isolated words to…

The morphological structure of the word has a central function in the organization of the mental lexicon and word recognition. Polymorphemic words in Arabic are composed of two non-concatenated morphemes: root and word-pattern. This study is the first to address the issue of nominal-pattern priming among young developing Arabic speakers. I…

This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A…

Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects…

We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level…

The present study explored how average- and high-skilled second-grade readers (as identified by their Woodcock-Johnson III Test of Academic Achievement Broad Reading scores) differed on behavioral measures of reading related to comprehension: eye movements during silent reading and prosody during oral reading. Results from silent reading implicate…

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…