This study investigates the effect of sequenced, time-delayed, multimodal Chinese language and communicative literacy supports on the ability of learners of Chinese as a Foreign Language [CFL] to recognize characters and acquire literacy via writing in Chinese. A multimodal web application was designed and developed as a writing platform and…

Purpose: Two types of orthographic knowledge were examined: i) knowledge of permissible letter combinations (general orthographic knowledge) and ii) knowledge of whole words (word-specific orthographic knowledge), to gain further insights into the relationship of general and word-specific orthographic knowledge with literacy skills. Method:…

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background…

A descriptive cross-sectional study was undertaken with Sinhala speaking students from grades 1 and 2 in the Gampaha District of Sri Lanka to determine how akshara graphical features influence emerging reading skills. A battery of locally validated assessments evaluated akshara knowledge (recognition and production), word reading (accurate and…

Although most studies in the field of literacy development suggest that writing and reading are two sides of the same coin, very little is known about writing in kindergarten in comparison to the vast number of studies on reading. In this study, we explored the connections between writing and reading using correlation and regression analyses…

This study examined the processing of derivational morphology and its association with early phonological skills of 24 Dutch-speaking children with dyslexia and 46 controls matched for age. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task.…

Orthographic knowledge of alphabet-letters is thought to mediate accurate motor execution of letter-writing. This study examined the effectiveness of a handwriting program for early non-proficient writers which integrated instruction of factual, procedural, and spatial information to develop orthographic knowledge of alphabet-letters, for the…

Using two-character Chinese word targets in a masked priming lexical-decision task, Gu and colleagues (2015) demonstrated a significant transposed character (TC) priming effect. More importantly, the priming effect was the same size for single-morpheme words and multiple-morpheme words, suggesting that TC priming effects are not influenced by…

This study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and…

Speech sound disorder (SSD) puts children at risk for word reading difficulties but does not guarantee them. Research on early literacy skills in children with SSD has primarily focused on phonological awareness due to speech sound deficits associated with SSD. Researchers have begun to examine multiple factors beyond phonological awareness that…

Orthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings.…

Reading fluency (RF) involves the automaticity of many distinct reading skills (e.g., pacing, word recognition, phonological awareness) and allows cognitive resources to be allocated to higher-order reading skills (e.g., comprehension, synthesis). Early identification of students at-risk for RF deficits is critical, but many screeners require a…

The aim of the present study was to examine the hypothesis that, compared to typically reading children matched on regular word reading, adults with basic literacy (either adult literacy students or adult basic education students) struggle on phonologically demanding tasks but are relatively performant on orthographic demanding tasks, and hence…

This study examined affix letter spelling among 6th grade Hebrew-speaking children with dyslexia compared with chronologically age-matched and reading level-matched controls. As different languages are characterized by multiple dimensions of affix spelling complexity, we specifically targeted the following unique dimensions relevant to Hebrew: (1)…

The aim of this study is to analyze spoken linguistic features of three-minute startup pitches. Linguistic features analyzed included discourse markers, dysfluency, modality, numeral phrases, pronouns, reduced forms, repetitions, rhetorical questions, vague expressions, and vocatives. The corpus is comprised of 92 startup pitches delivered in real…