Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…

The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school students on phonological awareness (segmental phonology) and text-reading…

Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on…