The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…

The present study examined parents' and teachers' perceptions of student learning in Spanish-English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported…

Young children's oral narration typically progresses from telling disordered events to production of well-sequenced stories. To investigate how this development is supported and whether effects of support extend to literacy, 59 mother-child dyads from low-income family backgrounds were studied longitudinally. Maternal verbal input to narration was…

Purpose: Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method: Following…

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…

The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…

Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children -- poor comprehenders (PCs) -- who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified…

This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills.…

This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…

This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish…

Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who…

The present study used data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word…

This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish-speaking bilingual children. Fifty-six first and second graders (M[subscript age] = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a)…

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…