This study investigates the development of metalinguistic skills, particularly ambiguity detection, and whether training accelerates this development for prereaders in kindergarten (5;5-6;6). It is the first to compare homophone detection with lexically ambiguous sentence detection in which the same homophones appear. The experimental group…

This study examined longitudinally the double-deficit hypothesis in Greek, an orthographically consistent language, following a group of children from kindergarten to Grade 2. Four groups were formed on the basis of two composite scores of phonological and naming-speed criterion measures: a double-deficit group (DD; n = 17), a phonological deficit…

Two experiments tested the common assumption that knowing the letter names helps children learn basic letter-sound (grapheme-phoneme) relation because most names contain the relevant sounds. In Experiment 1 (n=45), children in an experimental group learned English letter names for letter-like symbols. Some of these names contained the…

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5…

This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-risk for reading difficulties, in order to support the…