Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years,…

The First Grade Pre-Screening is designed to be used at the start of the first grade school year so that teachers can obtain information about their incoming students. This information is intended to give teachers insight about what math and reading skills a student may or may not have at the beginning of the year. The information can aid teachers…

This study describes the case of a global alexic patient with a severe reading deficit affecting words, letters and Arabic numbers, following a left posterior lesion. The patient (VA) could not match spoken letters to their graphic form. A preserved ability to recognize shape and canonical orientation of letters indicates intact access to the…

This study investigated the relationships between children's home literacy environments and their early hypotheses about printed words in the year prior to entering school. There were 147 children (70 girls and 77 boys: mean age 57 months, range = 47-66 months, standard deviation = 4.5 months) in the study. Results showed that the children had…

Word reading in alphabetic languages involves letter identification, independently of the format in which these letters are written. This process of letter "regularization" is sensitive to word context, leading to the recognition of a word even when numbers that resemble letters are inserted among other real letters (e.g., M4TERI4L). The present…

Letter identities and number identities are usually thought to imply different cortical mechanisms. Specifically, the left fusiform gyrus responds more to letters than to digits (T. A. Polk et al., 2002). However, a widely circulated statement on the internet illustrates that it is possible to use numbers (leet digits) as parts of words, 4ND TH3…

One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial…

Discusses research on children's speed in identifying digits and letters in continuous lists and discrete trials. Latency for word identification and digit naming varied considerably. Naming speed contributed variance in reading skill independently of measures of phonological awareness. (Author/GH)