Background: It has been suggested that children's writing is dependent on transcription and executive functions. However, there is a need for more research examining the relationships among those variables in primary school children, given that most existing studies are cross-sectional and assess transcription and executive functions separately,…

Achieving proficiency in core foundational oral language (OL), reading, and writing skills remains difficult for students with specific learning disabilities (SLD) and foundational OL difficulty (National Center for Educational Statistics, 2022). Despite evidence linking OL skills in grammar (morphosyntax, syntax) and vocabulary (semantics) to…

We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; M[subscript age] = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological…

This study examined the direct and indirect relations of foundational language skills (vocabulary, syntactic knowledge, and orthographic knowledge), higher-order cognitive skills (inference making and comprehension monitoring), and word reading to reading comprehension in Chinese. Consistent with the hierarchical relations specified in the Direct…

Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we…

There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in…

This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th and 5th grade. The first aim was to explore whether children's use of orthographic knowledge was modulated by lexical variables--word frequency and orthographic neighborhood--or sublexical…

Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…

More than 80% of African Americans in the United States of America speak the dialect African American Vernacular English (AAVE) (Green, 2002); however, misperceptions of AAVE may have a direct impact on African American students' equitable access to education in United States public schools (Beneke et al., 2015). African Americans are…

This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9-12 years. Evidence of construct validity…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…

The present study explored the mediating effect of word detection on the relationship between visual-spatial attention and reading comprehension in Chinese. The participants included 287 Hong Kong Chinese children (167 third graders, 84 girls, "mean age" = 8.73, SD = 0.49, and 120 fourth graders, 45 girls, "mean age" = 9.93, SD…

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow…