Purpose: The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…

This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, "Appl Psycholinguist" 14:1-33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were…

The role of letters and syllables in typical and dysfluent second grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word…

Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from…

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyvaskyla Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and…

Zero-order correlation coefficients show significant relationships between orthography, phonology, rapid naming, visual and auditory memory, and reading and spelling for 143 second through sixth graders. Although coefficients ranged from 0.05 to 0.71, most were statistically significant (65 out of 78). In addition, multiple regression analyses…

This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew--a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading ("dyslexics"), IQ-nondiscrepant poor…

Introduction: The main purpose of this study is to investigate whether children who have reading disabilities in an alphabetically transparent orthography show a syntactic processing deficit. This research focuses on exploring syntactic processing and the use of morphological markers by subjects with reading disabilities. We analyze these groups'…