In order to extend the multicultural horizons of neuropsychological assessment in the Chinese mainland, a battery of eight commonly used neurocognitive tests assessing motor speed, verbal and visual-spatial memory, language fluency, attention, and executive functioning were given to 224 Mandarin-speaking school children (107 boys and 117 girls)…

This paper addresses several inconsistencies in the phonological deficit theory of dyslexia in relation to children with language impairments. Results from studies in the reading and language literature inform readers of the critical elements of phonemic awareness that predict later reading success. These elements combined with explicit…

Following pretraining with everyday objects, 1- to 4-year-old children received listener training with three pairs of arbitrary stimuli of differing shapes. For each pair, 9 children were trained to select one stimulus in response to the spoken word /zog/ and the other to the spoken word /vek/. Next, in the look-at-sample category match-to-sample…

This paper reports two experiments that investigated the role of verbal behavior in the emergence and generalization of contextually controlled equivalence classes. During both experiments, participants were trained with two different combinations of the same easily nameable, yet formally unrelated, pictorial stimuli. Match-to-sample baselines for…

The paper demonstrates how contrastive linguistics may receive a fresh breath of life from approaching certain problems from the cognitive linguistic point of view. Cognitive linguistics is not only capable of providing contrastive linguistics with a comprehensive but coherent theoretical backbone the latter has always badly needed for its…

Researchers have long been interested in the role of the corpus callosum in reading disorder, but existing studies have yielded inconsistent results. Some have found larger corpus callosa in those with reading disorder, others have found smaller corpus callosa, and some have found no differences in the corpus callosa of persons with and without…

We investigated the relationship between three potential markers for reading difficulties (phonemic awareness, verbal short-term memory, and rapid automatized naming) and students' responsiveness to Reading Recovery instruction. At pretest, students' most prevalent weakness was on phonemic awareness, but more than half were below average on rapid…

In this technical report, the authors describe the development alternate forms of three types of early literacy measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying…

Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for…

This technical report presents an overview of a reading assessment used by a large school district in the Pacific Northwest. It provides sufficient background information to enable those unfamiliar with the assessment to understand the various subtests that comprise it as well as its development and application in the district for making…