This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability…

Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid automatized naming (RAN). A second objective was…

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting…

In the current study we investigated word, pseudoword and story reading in Dutch speaking braille and print readers. To examine developmental patterns, these reading skills were assessed in both children and adults. The results reveal that braille readers read less accurately and fast than print readers. While item length has no impact on word…

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to…