This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

Examines phonemic-awareness ability of reading-disabled children and normally-achieving children in both a traditional design and a pseudoword reading-level-match design. Results show that a group of reading-disabled children who show typical pseudoword reading and phonemic-awareness deficits in the traditional reading-level-match design…

Describes a study designed to determine whether children's conceptualization of the component sounds in words is influenced by knowledge of the words' spelling using real and made-up words. Shows the phonemic segmentation skill may be a consequence of as much as a prerequisite to learning real words. (Author/BK)

Investigates fricative perception in toddlers using repeated tests to control for factors relating to task difficulty and stimulus familiarity. Each subject was tested on a contrast the child produced distinctly in an imitation task and one the child produced as similar syllables. Final perception results were well matched to productive…

Investigation of the perception and production of English voiceless fricatives in normally developing monolingual 3- to 5-year-olds (N=12) partially supported the hypothesis that certain sound substitutions by older children are perceptually based substitutions, typified by poor discrimination, while others are phonetic substitutions--phonemic…

Investigated word reading abilities in Argentine Spanish-speaking children learning to read in Spanish. The study compared the performance of skilled and less skilled readers in phonological recoding, knowledge of grapheme-phoneme correspondences, and phonemic awareness. Findings indicate that the children rely on phonological recoding strategies.…

Tested the hypothesis that individual differences in immediate-verbal-memory span predict success in second-language vocabulary acquisition. In the two-session study, adult subjects learned 56 English-Finnish translations. Tested one week later, subjects were less likely to remember those words they had difficulty learning, even though they had…