The prevalence of academic underachievement or learning disabilities in children with autism or ADHD (two groups at increased risk for such problems) has been extensively researched, but little is known about overachievement in these groups. The frequency of overachievement across academic domains compared to nondiscrepant achievement and…

The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…

The aim of the present study was to investigate sustained attention and working memory in children with autism spectrum disorder (ASD), as this issue has not been widely investigated in this population. Children with ASD were age-matched with children diagnosed with dyslexia based on standardised reading assessments. All children were administered…

Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we…

This study aimed to examine the relationship between the components of attentional control, phonological awareness, and working memory with reading. 209 students (109 females and 150 males with the mean age of 9 years) completed Integrated Visual and Auditory Continuous Performance Test, digit span subscale of WISC-IV, Reading Test, and…

Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with…

The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children's reading comprehension. Accordingly, we examined the relation between children's reading…

This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (N = 481) were classified into three clusters…

Reading is an essential skill needed for academic success. It is an area experiencing much attention given the research supporting the need to be proficient in reading, specifically reading at grade level, as this has shown to contribute to graduation rates, performance on state exams, and career success. Those experiencing a reading disability…

To develop and evaluate a comprehensive intervention combining transcranial direct current stimulation (tDCS) and behavioral training that specifically targets orthographic awareness and reading fluency for in Chinese children with dyslexia, this study selected two Chinese children with different subtypes of dyslexia, i.e., the orthographic…

This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…

Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated…

This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7…

The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…

This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of…