Purpose: Morphological regularities are an important feature of the English writing system, and exposure to written morphology may be key in the development of skilled word recognition. Our aim was to investigate children's experiences of written morphology by analyzing a large-scale corpus of children's reading materials spanning a target age…

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…

Background: Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods: We conducted a randomized controlled…

Purpose: In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test…

Results of three experiments indicate that the developmental increase in memory span cannot be explained by differences in identification time or by the hypothesis that articulation time is the sole or major cause for the increase. It is argued that the development of memory span with age depends on a combination of factors. (BC)

Research with 32 4-, 6-, 8-, and 10-year-old British children demonstrated that children at different reading levels relied on different types of cues in recognizing words. Older children used grapheme-phoneme correspondence rules in recognizing words and were much more flexible than were beginning readers in their response patterns. (SLD)