This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues…

This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…

Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual…

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and…

This study focuses on the development of narrative structure and the relationship between narrative productivity and event content. A total of 172 Finnish children aged between four and eight participated. Their picture-elicited narrations were analysed for productivity, syntactic complexity, referential cohesion and event content. Each measure…

The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

The purpose of this dissertation was to explore the presence of predictors of reading disability in third through fifth grade students. This study used a quantitative methodology to analyze the relationship between the predictor variables of nonword repetition, vocabulary, syntax, morphology, and family history and the criterion variable of…