Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains…

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow…

This study investigates spelling abilities of 189 second, third, and fourth graders using a word and pseudoword dictation task in European Portuguese. We analyzed the effect of orthographic complexity on spelling accuracy and the moderating role of length (two vs. three syllables), lexicality (words vs. pseudowords), and grade (second, third, and…

Research has widely demonstrated the contribution of word reading, listening comprehension skills, and oral reading fluency to reading comprehension performance. However, the existence of reciprocal relations among these skills has been investigated less frequently. The authors examined the directionality of the relations among reading…

The dialogue between knowledge, pedagogies and didactic resources gives meaning to learning. This learning when integrated in a transdisciplinary environment enhances the holistic development of the child. This study is part of the Master's Degree in Education of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal…

This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within-group…

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese,…

An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children's writing, unconventional word segmentation has been observed across a range of languages and…