Kindergarten reading screening measures typically identify many students as at risk who later meet criteria on important outcome measures (i.e., false positives). To address this issue, we evaluated a gated screening process that included accelerated progress monitoring, followed by a simple goal/reward procedure (skill vs. performance assessment,…

Purpose: We report here, for the first time, on developmental surface dyslexia in Turkish, a very transparent orthography. Surface dyslexia is a deficit in the lexical route, which forces the reader to read words via the sublexical route, leading to regularization errors. Methods: To detect surface dyslexia, we used reading aloud of loanwords with…

Early literacy assessment has become commonplace in the preschool years, with phonological awareness constituting one component of emergent literacy targeted by such practices. This within-subjects experimental study examines the role of word familiarity on 93 dual language preschoolers' performance on phoneme-level awareness tasks in…

Background: Speech and language researchers study phonological acquisition and evaluate the errors that children make to understand this complex process. This information provides clinicians with a scientific reference for better assessment and intervention services to children with articulation/phonological disorders. Urdu is a language spoken by…

Purpose: Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding…

Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what…

Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to…

This study reports the dimensionality and measurement invariance of a modified version of the Phonological Awareness Literacy Screening for Preschoolers (PALS PreK). Practical constraints of conducting child assessments created an opportunity to develop a modified PALS PreK. The sample consisted of 1,168 children tested in a Southwestern state in…

Purpose: Item response theory (IRT) is a psychometric approach to measurement that uses latent trait abilities (e.g., speech sound production skills) to model performance on individual items that vary by difficulty and discrimination. An IRT analysis was applied to preschoolers' productions of the words on the Goldman-Fristoe Test of…

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…

Background: The use of standardized tests specifically designed for and normed on bilingual groups is crucial for the accurate diagnosis and language profiling of bilingual speakers with aphasia. Currently, there is a dearth of norms and supporting psychometric data for the few available bilingual aphasia assessments. The only available aphasia…

Background: In 2012 the Intelligibility in Context Scale (ICS) was published as a parent-report screening assessment that considers parents' perceptions of their children's functional intelligibility with a range of communication partners that differ in levels of authority and familiarity in real-life situations. To date, the ICS has been…

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5),…

This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print…

We investigated typical errors made by Mandarin-speaking children when measured by the Preschool Language Scales-fifth edition, Screening Test (PLS-5 Screening Test). The intention was to provide preliminary data for the development of a guideline for early childhood educators and psychologists who use the test with Mandarin-speaking children.…