The picture-word task presents participants with a number of pictured objects together with a written distractor word superimposed upon each picture, and their task is to name the depicted object while ignoring the distractor word. Depending on the specific picture and word combination, various effects, including the identity facilitation effect…

Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment,…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

The present study investigated the influence of orthographic input on the recognition of second language (L2) spoken words with phonological variants, when first language (L1) and L2 have different orthographic structures. Lexical encoding for intermediate-to-advanced level Mandarin learners of Korean was assessed using masked cross-modal and…

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…

Purpose: Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal…

Most current theories of reading and dyslexia derive from a relatively narrow empirical base: research on English and a handful of other European alphabets. Furthermore, the two dominant theoretical frameworks for describing cross-script diversity--orthographic depth and psycholinguistic grain size theory--are also deeply entrenched in Anglophone…

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 Malay language writing system is alphabetic and orthographically transparent. This study aimed to determine whether phonological processing skills predict Malay word-level literacy acquisition in Chinese children from a national-type Chinese primary school in Malaysia. A correlational study among 113 Year 1 Chinese children who are non-native…

Purpose: The purpose of this study was to examine the orthographic fast-mapping abilities of 5- and 6-year-old children across time to determine (a) growth in the ability to quickly acquire mental images of written words, (b) the effect of words' statistical regularities on the learning of written word images across time, (c) whether the…

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…

Automaticity, or instant recognition of combinations of letters as units of language, is essential for proficient reading in any language. The article explores automaticity amongst competent adult first-language readers of isiZulu, and the factors associated with it or its opposite - active decoding. Whilst the transparent spelling patterns of…

The goal of the present study was to extend the models explaining the missing-letter effect (MLE) to an additional language and orthography, and to test the role of phonology in silent reading in Arabic. We also examined orthographic effects such as letter position and letter shape, morphological effects such as pseudo-prefixes, and phonological…