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Moore, Danielle M.; Porter, Melanie A.; Kohnen, Saskia; Castles, Anne – Australasian Journal of Special Education, 2012
The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…
Descriptors: Word Recognition, Decoding (Reading), Reading Difficulties, Children
Duku, Eric; Szatmari, Peter; Vaillancourt, Tracy; Georgiades, Stelios; Thompson, Ann; Liu, Xiao-Qing; Paterson, Andrew D.; Bennett, Terry – Journal of Child Psychology and Psychiatry, 2013
Background: The Autism Diagnostic Interview-Revised (ADI-R) is a gold standard assessment of Autism Spectrum Disorder (ASD) symptoms and behaviours. A key underlying assumption of studies using the ADI-R is that it measures the same phenotypic constructs across different populations (i.e. males/females, younger/older, verbal/nonverbal). The…
Descriptors: Genetics, Autism, Pervasive Developmental Disorders, Diagnostic Tests
Perovic, Alexandra; Modyanova, Nadya; Wexler, Ken – Applied Psycholinguistics, 2013
Although pragmatic deficits are well documented in autism, little is known about the extent to which grammatical knowledge in this disorder is deficient, or merely delayed when compared to that of typically developing children functioning at similar linguistic or cognitive levels. This study examines the knowledge of constraints on the…
Descriptors: Psycholinguistics, Pragmatics, Form Classes (Languages), Autism
Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco – Journal of Genetic Psychology, 2010
A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive…
Descriptors: Tests, Social Cognition, Path Analysis, Nonverbal Ability
Troyb, Eva; Orinstein, Alyssa; Tyson, Katherine; Helt, Molly; Eigsti, Inge-Marie; Stevens, Michael; Fein, Deborah – Autism: The International Journal of Research and Practice, 2014
This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to…
Descriptors: Academic Ability, Children, Adolescents, Pervasive Developmental Disorders
Kirby, John R.; Deacon, S. Helene; Bowers, Peter N.; Izenberg, Leah; Wade-Woolley, Lesly; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2012
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated that the new measure had satisfactory reliability, and that morphological awareness was a…
Descriptors: Children, Grade 1, Grade 2, Grade 3
Menghini, Deny; Carlesimo, Giovanni Augusto; Marotta, Luigi; Finzi, Alessandra; Vicari, Stefano – Dyslexia, 2010
The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding. The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved…
Descriptors: Dyslexia, Long Term Memory, Nonverbal Ability, Reading
Newton, Elizabeth J.; Roberts, Maxwell J.; Donlan, Chris – British Journal of Developmental Psychology, 2010
The diagnosis of specific language impairment (SLI) requires non-verbal ability to be in the normal range, but little is known regarding the extent to which general reasoning skills are preserved during development. A total of 122 children were tested; 40 SLI, 42 age-matched controls, and 40 younger language-matched controls. Deductive reasoning…
Descriptors: Logical Thinking, Thinking Skills, Children, Language Impairments
Mackie, Clare J.; Dockrell, Julie; Lindsay, Geoff – Reading and Writing: An Interdisciplinary Journal, 2013
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared…
Descriptors: Spelling, Language Impairments, Language Skills, Oral Language
Farran, Emily K.; Courbois, Yannick; Van Herwegen, Jo; Blades, Mark – Journal of Experimental Child Psychology, 2012
The ability to learn a route through a virtual environment was assessed in 19 older children and adults with Williams syndrome (WS) and 40 typically developing (TD) children aged 6-9 years. In addition to comparing route-learning ability across groups, we were interested in whether participants show an adult-like differentiation between "useful"…
Descriptors: Evidence, Mental Retardation, Virtual Classrooms, Nonverbal Ability
Becker, Birgit – International Research in Early Childhood Education, 2013
A vast array of studies has demonstrated that stimulating activities within the family (e.g., reading to child, singing together) positively affect children's development in various domains. However, this influence is less established for children of immigrants. This paper analyses the impact of familial activities on non-verbal cognitive skills…
Descriptors: Foreign Countries, Family Environment, Verbal Ability, Nonverbal Ability
Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Wong, Simpson Wai-Lap; Waye, Mary M. Y.; Bishop, Dorothy V. M. – Developmental Science, 2013
This study considered how far nonverbal cognitive, language and reading abilities are affected by common genetic influences in a sample of 312 typically developing Chinese twin pairs aged from 3 to 11 years. Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme…
Descriptors: Genetics, Twins, Foreign Countries, Cognitive Ability
Spanoudis, George C.; Natsopoulos, Demetrios – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
Memory and language operate in synergy. Recent literature stresses the importance of memory functioning in interpreting language deficits. Two groups of 50 children each, ages 8-12 were studied. The first group included children with specific language impairment, while the participants in the second group were typically developing children. The…
Descriptors: Verbs, Language Impairments, Short Term Memory, Long Term Memory
Ricketts, Jessie – Journal of Child Psychology and Psychiatry, 2011
Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions: There is substantial evidence for…
Descriptors: Reading Comprehension, Autism, Oral Language, Down Syndrome
Messer, David; Dockrell, Julie E. – First Language, 2013
Word finding difficulties (WFDs) occur in more than a quarter of children who are receiving speech and language therapy. This study provides the first investigation of the continuity in WFDs and investigates whether WFDs are associated with phonological or semantically related abilities. Thirty-eight children with WFDs were seen at age 7;0 and at…
Descriptors: Word Recognition, Reading Difficulties, Reading Ability, Children