We predicted that Arabic-speaking children with specific learning disabilities in reading (dyslexia) and spelling (in writing) benefit from a visuomotor-based intervention programme for the development of letter knowledge and the improvement of word and pseudo-word decoding as well as spelling (dictation). It was predicted that the mediation of…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research…

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

In Study 1, children in grades 4-9 (N = 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history…

Dyslexia is a specific learning disability in reading and writing, which requires adequate early intervention to prevent future school failure. We describe the diagnostic assessment of a 7-year-old boy labelled "dyslexic", the evaluation of his family, social, medical, developmental, and academic status as a preliminary for the design…

The "Wilson Reading System"[R] is a reading and writing program developed by Barbara Wilson and distributed by Wilson Language Training. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The program directly teaches the structure of words in the English…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

In this study, the authors analyzed 2,056 spelling errors produced by 130 young adults (65 with dyslexia, 65 typically achieving), which came from two sources: a standardized spelling test and an impromptu essay-writing task. Students with dyslexia exhibited higher spelling error rates across both tasks. To characterize the inaccurate spelling…

The oral spelling process for logographic languages such as Chinese is intrinsically different from alphabetic languages. In Chinese only a subset of orthographic components are pronounceable and their phonological identities (i.e., component names) do not always correspond to the sound of the whole characters. We show that such phonological…

A central issue in the study of reading and spelling has been to understand how the consistency or frequency of letter-sound relationships affects written language processing. We present, for the first time, evidence that the sound-spelling frequency of "subgraphemic" elements of words (letters within digraphs) contributes to the…

Speaking, listening, reading, and writing are all language activities. The human capacity for speaking and listening has a biological foundation: wherever there are people, there is spoken language. Acquiring spoken language is an unconscious activity, and, barring any physical deformity or language learning disability, like severe autism, all…

This article reviews the literature on spelling development in alphabetic scripts. It describes how once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondence in increasingly fine detail, from syllables to phonemes. (Contains…

Writing is a highly complex process requiring skills that are not possessed by all students. In some cases, students may have been taught writing skills before they were developmentally ready for them, thus diminishing their future ability to learn those skills. Some students may have specific learning disabilities, sometimes affecting only the…