Variations in the accuracy and stability of a word's spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case,…

Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real…

In this study, students in Grade 2 read different sets of words under 4 experimental training conditions (context/feedback, isolation/feedback, context/no-feedback, isolation/no-feedback). Training took place over 10 trials, followed by a spelling test and a delayed reading posttest. Reading in context boosted reading accuracy initially; in…

Although the orthographic processing skill of recognizing and producing letters and letter patterns has been established as an important skill for developing spelling, a majority of the research focus has been on early orthographic intervention that did not progress beyond the unit of the letter. The purpose of this article is to provide a best…

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…

Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, a.k.a. "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However,…

The investigators measured 7 literacy skills in a group of 21 school-age children with mild to moderate sensorineural hearing loss (MSNH group), and compared the scores to those of 2 age-matched groups: children with dyslexia (DYS group) and, as a control, typically developing hearing children (CA group). The MSNH group performed consistently…

Two experiments using a variation of the clue word analogy task (Goswami, 1986) explored whether children can make orthographic analogies when given multiple clue words, beyond the known effects of purely phonological activation. In Experiment 1, 42 children (mean age 6 years and 8 months) were first taught 3 "clue" words (e.g.,…

This study examines (a) how rapid automatized naming (RAN) speed components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN…