Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…

Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…

This study aimed to investigate Philippine indigenous learners' speaking difficulties in English Semantics. The objectives was to identify indicators of poor vocabulary, processing and expressing of information. It was a qualitative research through case studies of five Grade 2 Indigenous Peoples (IP) learners in Echague, Isabela, Philippines.…

Purpose: In typical interactions with other speakers, including a clinical environment, listeners become familiar with voices through implicit learning. Previous studies have found evidence for a Familiar Talker Advantage (better speech perception and spoken language processing for familiar voices) following explicit voice learning. The current…

Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who…

We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…