The purpose of this research is to investigate the relationship between participating in an online software application focused on phonological processing and working memory and outcomes on foundational reading assessment measures. The online software application utilized was the Sound Reading Program. Students began the intervention working in…

The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…

The universal role of phonological processing skills for reading acquisition has been established in many different languages including Arabic. However, in Arabic little knowledge exists about the development of wide-range of phonological tasks and about the correlations between them. We longitudinally studied the developmental trends and…

The Malay language writing system is alphabetic and orthographically transparent. This study aimed to determine whether phonological processing skills predict Malay word-level literacy acquisition in Chinese children from a national-type Chinese primary school in Malaysia. A correlational study among 113 Year 1 Chinese children who are non-native…

This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for…

This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…

This study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese-English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and…

This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school…

Zero-order correlation coefficients show significant relationships between orthography, phonology, rapid naming, visual and auditory memory, and reading and spelling for 143 second through sixth graders. Although coefficients ranged from 0.05 to 0.71, most were statistically significant (65 out of 78). In addition, multiple regression analyses…

This study examined the roles of speech perception and phonological processing in reading and spelling acquisition for native and nonnative speakers of English in the 1st grade. The performance of 50 children (23 native English speakers and 27 native Korean speakers) was examined on tasks assessing reading and spelling, phonological processing,…

French and Dutch differ regarding the manifestations and lexical functions of the stress pattern of words. The present study examined group differences in stress processing abilities between French-native and Dutch-native listeners, thus extending previous cross-linguistic comparisons involving Spanish-native and French-native adults. The results…

In this study, we explored the relationship between beginning readers' phonological awareness and other aspects of phonological processing, specifically as manifested in short-term memory and comprehension tasks. The theoretical questions underlying the study were (a) what roles phonological processes play in children's beginning reading, from…

By looking at data on expressive phonology, non-word repetition, non-word discrimination and phonological sensitivity in two groups of Swedish children, the common basis for tasks tapping into different levels of phonological processing is discussed. Two studies were performed, one including children with language impairment (LI) and one including…

This study examined the development of reading and reading-related skills for native and nonnative speakers of English through the first and second grades. Tasks assessing reading, phonological, and language processing were administered to 36 native English speakers (NS) and 38 children who spoke English as a second language (ELL). Both ELL and NS…