This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…

Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading…

All native speakers of Arabic read in a language variety that is remarkably distant from the one they use in everyday speech. The study tested the impact of this distance on reading accuracy and fluency by comparing reading of Standard Arabic (StA) words, used in StA only, versus Spoken Arabic (SpA) words, used in SpA too, among Arabic native…

This study is to identify tasks which can be used to spot students with Reading Disability in Malayalam among Upper Primary students. It used secondary data collected from students of Kerala. Students were categorized as dyslexic and low achievers based on their performance in reading, writing and arithmetic tests. Data on performance of normal…

The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts,…

The distinction between quantitative and qualitative differences in mastery is essential when monitoring student progress and is crucial for instructional interventions to deal with learning difficulties. Mixture item response theory (IRT) models can provide a convenient way to make the distinction between quantitative and qualitative differences…

This book provides tools to enhance upper-level spelling and vocabulary instruction, and features more than 120 reproducible sorting activities and games. It offers suggestions for helping students build mastery of vowel patterns, syllable structure, syllable stress, consonant and vowel alternations, compound words, prefixes, suffixes, and word…

This study was an investigation of several Arabic reading measures among dyslexics and normal Arabic readers across different ages (grades 3, 6, 9, and 12): the role of morphology, short vowelization (phonological and syntactic skills), spelling, reading isolated words, and reading comprehension. The results of the one-way ANOVAs indicated clear…

Developmental stages in reading English words were examined among 118 Chinese children in Grades 2, 4, and 6 from a working-class elementary school in Tianjin, China. Proficiency in Chinese and English, ability to make orthographic analogies in both languages, and strategies in reading English words were assessed. Results suggest that Chinese…

Two experiments were conducted in order to explore the role of prefix identification in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence exist. A case in point is the grapheme E which can represent the vowels epsilon, e and oe in polysyllabic words. In…