The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with…

We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; M[subscript age] = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological…

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow…

Two experiments investigated whether exposure to Chinese characters and pinyin would facilitate oral vocabulary learning for Chinese as a first (L1) and second (L2) language learners. In Experiment 1, 48 second Chinese graders studied 15 made-up associations between spoken labels and pictures accompanied either by no orthography, by pinyin, or…

This study aimed to determine the contributions of cognitive linguistic variables to Persian word reading and word dictation. We tested 79 second graders in Iran on different cognitive-linguistic skills, including rapid letter naming, phonological awareness, morphological awareness, orthographic skills, vocabulary knowledge, nonverbal reasoning,…

This study analyzed the relation and the specific influence of rapid naming (RN) on different reading (decoding accuracy and reading fluency) and writing components (spelling accuracy and fluency in composition) of European Portuguese. Moreover, it also compares the influence of Rapid Automatized Naming (RAN) tests (colors, digits) and of a Rapid…

Hebrew-speaking children learn to read using a transparent, pointed writing system, but by grade three, they gradually begin using the non-pointed version of Hebrew script. The current study examined the development of reading, in the pointed script, of a nationally representative sample of children in grades two, four, and six. Rate and accuracy…

The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once…

Children in grades one to four completed two sentence construction tasks: (a) Write one complete sentence about a topic prompt (sentence integrity, Study 1); and (b) Integrate two sentences into one complete sentence without changing meaning (sentence combining, Study 2). Most, but not all, children in first through fourth grade could write just…

This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…

Tests the hypothesis that the use of the written mode increases the working memory load. Finds that participants recalled more words in the oral condition than in either the written mode or the "oral and categorization" conditions and that second graders performed better in the oral mode than in the "oral and drawing" condition. (SC)