The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural…

Children with autism often display discrepancies in their intellectual functioning, with nonverbal skills frequently being more developed than verbal. Compared to monolingual autistic children, however, much less is known about how bilingualism affects intelligence in autism. The current study examined the intelligence profiles of 146 bilingual…

The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…

This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition…

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse-pragmatic conditions…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

Weak performance in short-term memory (STM) in children with cochlear implants (CI) may have an impact on vocabulary development. Vocabulary, phonological STM (non-word repetition), phonological/verbal STM (digit span) and rapid naming measures were administered to 15 Greek-speaking children with CI (ages 4;6-8;6) and to chronological age (CA) and…

We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and…

In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age: 6;11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with…

This study investigated the performance of school age Greek-speaking children with SLI on verbal short-term memory (VSTM) and Subject-Verb (S-V) agreement in comparison to chronological age controls and younger typically developing children. VSTM abilities were assessed by means of a non-word repetition task (NRT) and an elicited production task,…

This study reports on the pattern of performance on spoken and written naming, spelling to dictation, and oral reading of single verbs and nouns in a bilingual speaker with aphasia in two first languages that differ in morphological complexity, orthographic transparency, and script: Greek (L1a) and English (L1b). The results reveal no verb/noun…

We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also…

This study investigates the WISC-III profile in Greek children with learning disabilities (LD). The sample consisted of 180 children diagnosed with learning disability (136 boys, 44 girls) aged 6.11 to 14.4 years. The Mean Full-scale IQ is 96.08, Mean Verbal IQ is 96.38, and Mean Performance IQ is 96.61. On individual subtests, the lowest mean…