This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9-12 years. Evidence of construct validity…

Although children with specific reading disorder (RD) have often been compared to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological…

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 purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…

This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese,…

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…