Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…

Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…

The purpose of the current research is to assess the clinical utility of an invented spelling tool and determine whether invented spelling and word stress (supra-segmental level measures) can also be used to better identify reading difficulties. The proposed invented spelling tool incorporated linguistic manipulations to alter the difficulty…

Current research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through an RTI-framework. However, less is known about cognitive predictors of responder status at a theoretically more critical point of divergence within the RTI model: Tier 3. Moreover, no…

The purpose of this study was to investigate the relationships between parents' perception of preschool children's early Information Communication Technologies (ICT) experiences in the home on the dimensions of parent attitude toward the benefits of ICT use, frequency of ICT use, parent attitude toward ICT use, quality of interaction with ICT, and…

Recent advances in the understanding of the relations between cognitive abilities and academic skills have helped shape a better understanding of which cognitive processes may underlie different types of SLD (Flanagan, Fiorello, & Ortiz, 2010). Similarities and differences in cognitive-achievement relations for children with and without SLDs…

A significant body of research exists on the development of early literacy skills and their relationship to the development of literacy as a whole. Phonological awareness, orthographic processing, rapid automatized naming, phonological memory, and receptive vocabulary have all been shown to be predictive of early reading outcome measures. What is…