Purpose: This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method: Fifty children, with a mean age of 8 years (range 5-12…

Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…

Early number sense knowledge is highly predictive of later math achievement (Herbers et al., in press; Jordan, Kaplan, Ramineni, & Locuniak, 2009; Obradovic i et al., 2009). However, research suggests that variables beyond number competencies contribute to students' mathematics achievement, most notably, executive function (Blair & Razza,…

Although self-assessment of foreign language skills is not a new topic, it has not yet been widely explored in the Turkish English as a Foreign Language (EFL) context. The current study investigates the potential of self-assessment of foreign language skills in determining proficiency levels of Turkish learners of EFL: 239 learners participated in…

The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of…

Purpose: There is general consensus that the ability to repeat nonsense words is related to vocabulary size in young children, but there is considerable debate about the nature of the relationship and the mechanisms that underlie it. Research with adults has proposed a shared neural substrate for nonword repetition (NWR) and language production,…

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However,…

The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 five-Year-Old Children with prelingual hearing losses ranging from mild to profound who communicated primarily via spoken language. All participants were fitted…

This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…

Purpose: The purpose of this study was to examine the longitudinal predictive relationships among variables that may contribute to poor phonological awareness skills in preschool-age children with speech-sound disorders. Method: Forty-seven children with speech-sound disorders were assessed during the spring of their prekindergarten year and again…