The purpose of the current study was to examine the effects of mand, tact, and native-to-foreign (NFI) and foreign-to-native (FNI) intraverbal training on the acquisition of a foreign language. We used a multiple-baseline design across participants with an embedded adapted alternating treatments design to compare the effects of mand training, tact…

We investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and…

The current investigation examined the developmental changes involved in processing semantic context in auditorily presented sentences, as well as underlying attentional and suppression mechanisms. Thirty-nine typically developing school-aged children aged 6;0-14;0 years participated in the current cross-sectional sentential auditory word…

Purpose: The current study adopts a systematic approach to the examination of working memory components in pediatric cochlear implant (CI) users by separately assessing contributions of encoding, storage, and retrieval. Method: Forty-nine long-term CI users and 56 typically hearing controls completed forward and backward span tasks with 3 stimulus…

There is robust evidence that reading aloud with young children can help them learn new vocabulary. Building upon prior research, this study tested the effects of "both" book text features "and" readers' spontaneous extra-textual word-highlighting strategies on 3- to 4-year-olds' vocabulary retention from repeated read alouds…

We explore how the influx of foreign funding into the higher education sectors of the United States and United Kingdom has raised the challenge of "reputation laundering"--when foreign donors and individuals use donations to prestigious universities to boost their international public image and offset negative images or reported…

The purpose of this study was to examine the profiles of nonresponders among native Chinese-speaking students struggling in English reading before and after an intensive intervention in phonological awareness as well as letter knowledge. Struggling English learners (n = 72) were screened from 668 Grade 4 students based on their English word…

Names are used every day in classrooms across the world as an important marker of personal and social identity but educators will, from time to time, encounter names that are unfamiliar or perceived as difficult to pronounce. The present study explores teachers' and students' language dispositions towards names and how naming practices impact…

Language abilities in preschool years, including those measured with letter knowledge, are predictors of reading development in later school years. The aim of this study was to investigate variation in children's language abilities before they started school in relation to gender and neighborhood level socioeconomic status (SES). Schools from…

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing,…

Unlike other groups of international students, Chinese speakers' use of English names while studying in English is an established norm. Relatively little discussion of the practice has taken place within recent literature, and less attention still has been paid to the minority of Chinese-speaking students who do not adopt English names. The choice…

"Naming" has been defined as a generalized operant that combines speaker and listener behaviors within the individual. The purpose of this paper is to reintroduce the concept of naming and its subtypes, "common" and "intraverbal", distinguish it from other terms such as the tact relation, and discuss the role of…

This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…

The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in…

This study investigated the roles of associative learning and linguistic knowledge, in particular phonological and semantic knowledge, in word learning of Chinese readers using a cross-sectional design. Extending past research in associative learning using existing Chinese characters as word stimuli, this study resorted to pseudowords and invented…