Discourse is a commonly occurring and cognitively demanding form of naturalistic communication (e.g., conversation, event narration, personal and fictional narratives, text reading/generation). Because of the prevalence of these communication acts in daily routines (e.g., educational, vocational, and social), disrupted discourse is an important…

Purpose: Debate around the underlying cognitive factors leading to poor performance in the repetition of nonwords by children with developmental impairments in language has centered around phonological short-term memory, lexical knowledge, and other factors. This study examines the impact of motor control demands on nonword repetition in groups of…

Purpose: To gain a better understanding of the cognitive processes supporting verbal abilities, the underlying structure and interrelationships between common verbal measures were investigated. Methods: An epidemiological sample (n = 374) of school-aged children completed standardized tests of language, intelligence, and short-term and working…

Relationships between phonological coding abilities and reading outcomes have implications for differential diagnosis of language-based reading problems. The theoretical construct of specific phonological coding ability is explained, including phonological encoding, phonological awareness and metaphonology, lexical access, working memory, and…

A study of 141 children (ages 4-5) with language impairments and a study of 120 children (ages 7-12) with oral language and/or reading problems, indicate a relationship between the processing of phonological and semantactic linguistic information and performance on oral language and reading tests three years later. (Author/CR)