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Direct linkDawson, Nicola; Hsiao, Yaling; Tan, Alvin Wei Ming; Banerji, Nilanjana; Nation, Kate – Scientific Studies of Reading, 2023
Purpose: Morphological regularities are an important feature of the English writing system, and exposure to written morphology may be key in the development of skilled word recognition. Our aim was to investigate children's experiences of written morphology by analyzing a large-scale corpus of children's reading materials spanning a target age…
Descriptors: Reading Materials, Morphology (Languages), Difficulty Level, Word Recognition
Lai, Mun Yee; Carson, Karyn – Curriculum and Teaching, 2019
Visual perception appears to play an important role in Chinese reading development, and may be a factor limiting successful logographic reading acquisition for Chinese-speaking children with dyslexia. The aim of this study was to comprehensively profile visual perception, inclusive of motor-reduced visual perception (MRVP) and visual-motor…
Descriptors: Visual Perception, Chinese, Dyslexia, Reading Skills
Galuschka, Katharina; Görgen, Ruth; Kalmar, Julia; Haberstroh, Stefan; Schmalz, Xenia; Schulte-Körne, Gerd – Educational Psychologist, 2020
This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling…
Descriptors: Spelling, Intervention, Dyslexia, Children
Rosen, Russell S.; Hartman, Maria C.; Wang, Ye – American Annals of the Deaf, 2017
In this article in this "American Annals of the Deaf" special issue that also includes the present article, Grushkin (EJ1174123) argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed…
Descriptors: Deafness, Hearing Impairments, Sign Language, Written Language
Download full textHarrison, Gina L. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…
Descriptors: Error Analysis (Language), Scoring, Spelling, Oral Language
Arfé, Barbara; Dockrell, Julie E.; De Bernardi, Bianca – Reading and Writing: An Interdisciplinary Journal, 2016
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is…
Descriptors: Spelling, Oral Language, English, Writing (Composition)
Nelson, Nickola Wolf; Crumpton, Teresa – Topics in Language Disorders, 2015
Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…
Descriptors: Deafness, Hearing Impairments, Language Skills, Language Acquisition
Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppanen, Paavo H. T.; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jurgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Toth, Denes; Honbolygo, Ferenc; Csepe, Valeria; Bogliotti, Caroline; Iannuzzi, Stephanie; Chaix, Yves; Demonet, Jean-Francois; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil-Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C.; Comte-Gervais, Isabelle; Soares-Boucaud, Isabelle; Gerard, Christophe-Loic; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Muller-Myhsok, Bertram; Schulte-Korne, Gerd – Journal of Child Psychology and Psychiatry, 2013
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138…
Descriptors: Dyslexia, Predictor Variables, Phonemic Awareness, Naming
Beal-Alvarez, Jennifer – ProQuest LLC, 2012
Students who are deaf and use sign language frequently have language delays that affect their literacy skills. Students who use American Sign Language (ASL) often lack fluent language models in both the home and school settings, delaying both the development of a first language and the development of literacy in printed English. Mediated and…
Descriptors: Deafness, Sign Language, American Sign Language, Language Fluency
Katzir, Tami; Shaul, Shelly; Breznitz, Zvia; Wolf, Maryanne – Reading and Writing: An Interdisciplinary Journal, 2004
Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown ("Annual Review of psychology," 52, 369?396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more…
Descriptors: Dyslexia, Reading Fluency, Semitic Languages, English
Stubbs, Michael – Australian Journal of Reading, 1982
Explores the English language spelling system and the differences between written and spoken language. Points out that, although young children have a complex understanding of language, four-to-six-year-olds do not have the linguistic competence of adults. Explains how teachers can help in areas of difficulty. (JM)
Descriptors: Adults, Children, Elementary Education, English
Evans, Charlotte – 1998
A review of literature focuses on the literacy acquisition process of deaf children who acquire American Sign Language (ASL) as a first language and written English as a second language. Literacy in this context is defined broadly to include the context and culture in which reading and writing occur, referring to the strong connection between…
Descriptors: American Sign Language, Bilingual Education, Child Language, Children
