This study analyses the impact of certain cognitive processes on the writing of words in languages with different orthographic consistency (Spanish and Arabic) in the first and second years of Primary Education. One hundred twenty-eight schoolchildren from Ecuador and 109 from Algiers participated in this study. All the participants were aged…

The Arabic writing system allows for two representations: vowelized or non-vowelized. The vowelized writing, which characterizes the writing in the Koran, classical literature and children's books, includes the long and short vowels and all the vowels, including the vowels that express syntax functions (the final vowels). In non-vowelized writing,…

Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment,…

Purpose: This study aimed to examine the print knowledge of children with autism spectrum disorder (ASD) in comparison to children who have developmental language disorder (DLD) and typically developing (TD) children as well as examine the child and family predictors of print knowledge. Method: A total of 629 preschool children, including 33…

The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whanau (New Zealand Maori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents…

Background: There is emerging evidence that individuals with developmental dyslexia show deficits in visual-spatial attention. This study focused on visual searches and examined whether visual search deficits would be found in Chinese children with dyslexia. More importantly, we examined the associations between dyslexia and distinct types of…

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children's language and literacy development. This study used a process modeled after the What Works Clearinghouse…

This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology…

The "Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research" study examined information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works…

In this article in this "American Annals of the Deaf" special issue that also includes the present article, Grushkin (EJ1174123) argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed…

Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…

This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print…

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…