The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…

Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a…

The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell…