This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…

This study taught the passive to two children with specific language impairment (aged 8;1 and 8;2). It employed usage-based principles including "constructional grounding"; using short structures as the basis for acquiring long structures, and "construction conspiracy"; encouraging analogies between partially overlapping…