The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…

In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…

Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten…

The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…

This study was designed to examine whether there is a relationship between phonological memory and reading ability in Greek-speaking children aged between 6 and 9 years. An additional aim of the study was to investigate whether training of phonological memory during preschool years enhances reading achievement during early school years. In…