This longitudinal study considers the contributions of language awareness to children's learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot…

The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article,…

This study examined the relationship and degree of predictability that the fluency of writing the alphabet from memory and the selection of allographs have on measures of fluency and accuracy of spelling in a free-writing sentence task when keyboarding. The "Test Estandarizado para la Evaluación de la Escritura con Teclado"…

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…

Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far…

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point…

This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and…

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word…

This study compared the writing motivation of students with language impairments (LI) and their typically developing (TD) peers. For the study 272 students (33 students with language impairments, 242 TD peers) aged 8-10 years, in 11 elementary schools, were sampled. The two groups completed self-report measures of writing motivation and 20…

The study examined the contributions of "orthographic processing" factors to the spelling achievement of typically developing middle-elementary students. The researcher framed orthographic processing as a multilinguistic, multidimensional construct involving process factors related to procedural orthographic operations and product…

This study examined the relationships between concept of word development and other early literacy measures (rhyme awareness, beginning sound awareness, alphabet knowledge, letter sound knowledge, spelling, and word recognition in isolation) using data from the PALS-K. Supporting previous research by using a much larger data set than had been used…

Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word…

This study investigated whether semantic information presented along with novel printed nonwords facilitates orthographic learning and examined predictors of individual differences in this important literacy skill. A sample of 35 fourth graders was tested on a variety of language and literacy tests, and participants were then exposed to 10 target…

There is a dearth of published information about the Literacy and Numeracy National Assessment (LANNA). This study was designed to explore the relationships among LANNA test scores at Year 7 and, in addition, to examine the predictive capacity of these scores in relation to Year 10 School Certificate English and Mathematics results. As a way of…

Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 beginning readers. Multiple regression analysis revealed that phonemic manipulation accounted for the greatest amount of variance for both…