Background: In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub-lexical knowledge. This tendency has also been reported for kanji, a non-alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had…

Children with dyslexia face persistent difficulties in acquiring reading skills, often making guessing errors characterized by the replacement of a word by an orthographic neighbour. These reading errors could be related to inhibition problems within the reading task. Previous studies examining inhibition skills in dyslexic children led to unclear…

This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia (n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by…

In this study, we present a new diagnostic test for dyslexia, called the Flamingo Test, inspired by the French Alouette Test. The purpose of the test is to measure students' word decoding skills and reading fluency by means of a grammatically correct but meaningless text. Two experiments were run to test the predictive validity of the Flamingo…

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…

Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research…

It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak…

Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…