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Direct linkYoung-Suk Grace Kim; Yaacov Petscher – Reading Research Quarterly, 2023
It is widely recognized that individuals with dyslexia have difficulties with word reading and spelling, and individuals with reading comprehension difficulties have low vocabulary knowledge. However, little is known about the extent to which spelling and vocabulary are informative of reading difficulties. In the present study, we investigated…
Descriptors: Spelling, Vocabulary Skills, Reading Comprehension, Reading Difficulties
Fong, Cathy Yui-Chi – Infant and Child Development, 2023
The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…
Descriptors: Phonology, Semantics, Reading Processes, Chinese
Inoue, Tomohiro; Zhang, Su-Zhen; Georgiou, George K. – Educational Psychology, 2022
We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…
Descriptors: Psycholinguistics, Family Environment, Phonological Awareness, Direct Instruction
Good, Joy E.; Lance, Dee M.; Rainey, Jacquie – Communication Disorders Quarterly, 2015
This study was designed to examine the effects of an intervention program aimed at improving reading, spelling, and vocabulary skills through linguistically explicit instruction in morphological awareness. Sixteen children, diagnosed with language impairment, participated in this study. Instruction for the experimental group focused on increasing…
Descriptors: Morphology (Languages), Spelling, Vocabulary Skills, Language Skills
Lim, Lisa; Arciuli, Joanne; Rickard Liow, Susan; Munro, Natalie – Scientific Studies of Reading, 2014
This study examined whether there are processing differences between children with Down syndrome (DS; n = 22; 7 years 8 months to 13 years 10 months) and typically developing children (TD; n = 22; 6 years 6 months to 10 years 10 months), matched for receptive vocabulary. The TD children performed better on tests of nonverbal intelligence…
Descriptors: Down Syndrome, Spelling, Predictor Variables, Matched Groups
