We examined the Direct and Indirect Effects model of Writing (DIEW), using longitudinal data from Korean-speaking beginning writers. DIEW posits hierarchical structural relations among component skills (e.g., transcription skills, higher order cognitive skills, oral language, motivation/affect, background knowledge) where lower level skills are…

This study entailed two short-term memory (STM) experiments investigating the importance of vowel diacritics for the temporary retention of three distinct Hebrew word list types: heterophonic homographs, non-homographs and homophonic homographs. Eighty university students participated in each experiment, with half of them tested with word lists…

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…

The present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180, respectively). Latent interaction modeling and other latent variable models were employed to investigate (a) the functional form of the relationship between decoding and…

The scrambling complexity hypothesis based on working memory or locality accounts as well as syntactic accounts have proposed that processing a scrambled structure is difficult. However, the locus of this difficulty in sentence processing remains debatable. Several studies on multiple languages have explored the effect of scrambling on sentence…

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading…

Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing…

Presents a theoretical model that attempts to account for the early stages of language acquisition in terms of interaction between biological constraints and input characteristics. Notes that the model uses the implications of stochastic representations of the sensory input in a volatile and limited memory. Argues that phonological structure is a…