Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…

This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9-12 years. Evidence of construct validity…

This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less-frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in…

The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…

We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships:…

Purpose: This study describes a post hoc analysis of segmental, stress, and syllabification errors in third graders' productions of derived English words with the stress-changing suffixes "-ity" and "-ic." We investigated whether (a) derived word frequency influences error patterns, (b) stress and syllabification errors always co-occur, and (c)…

Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing…

This study examined phonological processing in 30 less-skilled third-grade readers, 30 younger children at the same reading level, and 30 more-skilled age mates. The less-skilled readers had significantly lower accuracy scores than both age mates and younger normal readers on word span, word-pair repetition, tongue twister, and, especially,…

Assessed third-graders' phonological sensitivity, working memory, syntactic processing, word recognition, pseudoword reading, and reading comprehension. Found that phonological sensitivity was a strong predictor of reading performance after working memory and syntactic processing had been partialled out. Syntactic processing failed to predict word…

Many African American students produce African American English (AAE) features that are contrastive to Standard American English (SAE). The AAE-speaking child who is able to dialect shift, that is, to speak SAE across literacy contexts, likely will perform better academically than the student who is not able to dialect shift. Method: This…