Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

This study examined reading performance of 102 Chinese Mandarin-speaking 4th graders in their second language (L2, English) as a function of performance in their first language (L1, Chinese). The results revealed that for Rapid Automatized Naming (RAN) and Rapid Alternating Stimulus (RAS) measures, the mean naming time decreased monotonically in…

Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study,…

In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation…

This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range…

Reading-related skills were tested in adults with and without reading disabilities (RD) or with profound hearing impairment (PHI). Both RD and PHI groups demonstrated low levels of phonological awareness but the RD group also exhibited deficits in verbal short-term memory, morphological awareness, speeded written naming, reading comprehension, and…

This study examined the contributions of phonological awareness, rapid naming, and verbal memory to the reading and spelling skills of 54 children (ages 7-12) with severe reading disabilities. Five academic tasks were examined: word attack, word identification, spelling, prose passage speed and accuracy, and reading comprehension. (Author/JDD)

In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor…

Findings suggested that a deficit in auditory memory rather than cross-modal perception appears to be a factor in poor reading comprehension. (Author/DLS)