Approximately 30% of school-aged individuals with autism spectrum disorder (ASD) are nonverbal (that is, they have little or no spontaneous spoken language). Most reading tests require verbalisation, which may under-estimate reading ability in this group. To determine decoding abilities of nonverbal children with ASD (with an age range of 72 to…

The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…

Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more…

This longitudinal study considers the contributions of language awareness to children's learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot…

This study used the lexicality effects on N400 to investigate orthographic processing in children with developmental dyslexia. Participants performed a Go/No-Go semantic judgment task; three types of stimuli--real characters (RC), pseudocharacters (PC), and noncharacters (NC)--were embedded in No-Go trials. Two types of lexicality effects (RC vs.…

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3.…

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching).…

Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the…

With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the…

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…

The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…

Examines the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence on 194 children. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.…

The Detroit Tests of Learning Aptitude, 3rd Edition (DLTA-3) is a battery of 11 subtests that measure different but interrelated mental abilities. These are clinically assessed by the battery, which further attempts to delineate the factors that contribute to Spearman's factor for general intelligence. The DLTA-3 has age norms expressed for test…