Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research…

This paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93-123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587-1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73-91, 2015) to Polish orthography. We identified the…

To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters -- their frequency in printed materials, order in the alphabet, and visual similarity to other letters -- relate to children's letter-name knowledge in four languages with three…