The hypothesis investigated is that children with a reading disability understand and use sound-spelling correspondence rules less frequently in spelling than children with other learning disabilities (arithmetic disability) and normally achieving children. Results showed that subtypes of learning-disabled children use spelling strategies that are…

Investigated whether the pseudoword repetition difference between poor and normal readers in the Netherlands could be explained by differences in memory for verbal materials or in familiarity with the composition of verbal materials. Concludes that the pseudoword repetition of poor readers is already operative in early, perceptual states of…

This discussion of speech and language development in individuals with nonverbal learning disabilities (NLD) reviews NLD assets, deficits, and dynamics; the white matter model; manifestations of NLD in neurological dysfunction; psycholinguistic dimensions of NLD in terms of language content, form, and use; developmental considerations in NLD; and…

A method for assessing the cognitive and linguistic stages of second language learning in individuals is discussed. The approach is based on a psycholinguistic theory that views language learning as a process of concept formation in three domains: cognitive, cultural, and linguistic. According to the model presented, Spanish-English bilingual…