Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we…

Recently, Adelman, Marquis, Sabatos-DeVito, and Estes (2013) formulated severe criticisms about approaches based on averaging item response times (RTs) over participants and associated methods for estimating the amount of item variance that models should try to account for. Their main argument was that item effects include stable idiosyncratic…

This study investigates the probable effect of a digital game-based vocabulary learning (DGBVL) task on the acquisition of some components of a word knowledge framework. In so doing, 124 Persian speakers (56 males and 68 females) were randomly assigned to either a control or an experimental group. The experimental group participants completed a…

Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed "the Trump effect." In this study, we examined the details…

Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real…

Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…

Purpose: We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The…

Background: The present study examined differences in the prediction of reading development and reading difficulties in Estonia (n = 348) and Finland (n = 344). These neighbouring countries share many similarities in terms of their language, orthography and educational system; however, they differ in the timing of the onset of reading instruction,…

The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new…

This dissertation examines the Chinese practice of adopting English names in the context of Chinese international students studying at American institutions of higher education. This work adopts the position of Bourdieu (1991) that there is a fundamental unity of the market, in that economic and political capital is connected to linguistic and…

We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the…

We consider auditory and visual temporal processing and alphanumeric and non-alphanumeric rapid naming to separately examine the associations of temporal processing and rapid naming with Chinese character reading in children with and without dyslexia. A total of 112 Chinese children in primary school from third grade to sixth grade were recruited…

The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a…

The experimenter conducted three experiments to compare incidental language acquisition of familiar and non-familiar stimuli, and asses the effects of specific pairing experiences on the emergence of bidirectional naming (BiN) for familiar and non-familiar stimuli. In Experiment I the experimenter assessed the numbers of accurate untaught listener…

We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…