Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…

Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response,…

Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…

Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…

Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid…

Purpose: The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method: Data were obtained from 120…

Purpose: Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are Dual…

Young children's emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual…

This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two…

Prior research has shown possible relations among nonword repetition (NWR), vocabulary, and phonological processing skills in children with and without language impairment. This study was designed to investigate whether relationships would differ for students with primary language impairment (PLI) and typical language (TL) and whether they would…

The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a…

This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong…

Background: In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (PA), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses,…

The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these…