The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms in the U.S. Midwest were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance…

Background: The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that…

In language learning, aided language modeling refers to the method by which communication partners provide models of the communication system used by individuals with complex communication repertoires that involving both symbols and speech. Providing aided language models creates opportunities for individuals with complex communication repertoires…

Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded…

The Center on Literacy and Deafness examined the language and reading progress of 336 young deaf and hard-of-hearing children in kindergarten, first and second grades on a series of tests of language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on…

Reading acquisition is based on a set of preliteracy skills that lay the foundation for future reading abilities. Phonological awareness--the ability to identify and manipulate the sound units of oral language--has been reported to play a central role in reading acquisition. However, current evidence is mixed with respect to its universal…

This study shows that it makes a difference whether accuracy measures or rate measures are used when assessing reading comprehension. When the outcome is reading comprehension accuracy (i.e., the number of correct responses), word reading skills (measured as access to orthographic representations) account for a modest amount of the variance in the…

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children's attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed)…

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…