Previous work in English has found that the spelling difficulties of children with dyslexia affect the overall quality attributed to their written compositions. The aim of this study was to investigate whether different processes related to transcription, translation and ideas proposing/planning are affected in developmental dyslexia and to what…

This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59)…

This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Comprehension syntaxico-semantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level…

This study explores the nature of orthographic processing skills among French-speaking children in Grades 6 and 8 who are learning English at school as a second language (L2). Two aspects of orthographic processing skills are thought to form a convergent construct in monolingual beginning readers: word-specific knowledge (e.g. "rain-rane") and…

To evaluate whether performance differences between good and poor readers relate to reading-specific cognitive factors that result from engaging in reading activities and other experiential factors, the authors gave students in Grades 4 and 6 a perceptual identification test of words not only drawn from their personal lexicon but also varying in…

One source of potential difficulty for struggling readers is the variability of texts across grade levels. This article explores the use of automatic natural language processing techniques to identify dimensions of variation within a corpus of school-appropriate texts. Specifically, we asked: Are there identifiable dimensions of lexical and…

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…