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…

While children are able to name letters fairly quickly, the automatisation of letter-speech sound mappings continues over the first years of reading development. In the current longitudinal fMRI study, we explored developmental changes in cortical responses to letters and speech sounds across 3 yearly measurements in a sample of 18 8-11 year old…

The frequency and contextual predictability of words have a fundamental role in determining "where" and "when" the eyes move during reading in both alphabetic and non-alphabetic languages. However, surprising little is known about the how the influence of these variables develops, although this is important for understanding…

A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…

Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with…

The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and…

Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…

Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…

The aim of this paper is to support and foster the research on the Croatian Glagolitism within the digital humanities framework, by identifying and examining the features of a virtual research environment that would enhance the possibilities of an interdisciplinary collaborative research of Croatian Glagolitism in a digital environment, supported…

Purpose: The aim of this study was to compare Basque and Catalan bilinguals' performance on the letter verbal fluency test and determine whether significant differences are present depending on the letters used and the language of administration. Method: The sample consisted of 87 Spanish monolinguals, 139 Basque bilinguals, and 130 Catalan…

Visual working memory (VWM) is limited in both the "capacity" of information it can retain and the "rate" at which it encodes that information. We examined the influence of stimulus complexity on these 2 limitations of VWM. Observers performed a change-detection task with English letters of various fonts or letters from…

Children's early knowledge and skills set the stage for later reading development. The present studies examined children's conceptual knowledge of reading prior to formal literacy instruction. Young children's knowledge about who is able to read books and what readers are reading when they read books has been studied primarily through interviews.…

Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated…

Communications through electronic devices require knowledge in typewriting, typically with the pinyin input method in China. Yet, the over utilization of the pronunciation-based pinyin input method may violate the traditional learning processes of written Chinese, which involves abundant visual orthographic analysis of characters and repeated…

Mirror invariance or generalisation is the ability to recognise objects as being the same regardless of their spatial orientation. However, when, for example, learning to read Roman script, children need to hone these skills so that they can readily discriminate between mirror letters such as b/d or p/b. Korean Hangul makes a particularly…