The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3-6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to…

Purpose: The aim of this study was to describe and explain changes in severity of speech sound disorder (SSD) and token-to-token inconsistency in children with high levels of inconsistency. Method: Thirty-nine children (aged 4;6-7;11 [years;months]) with SSDs and high levels of token-to-token inconsistency were assessed every 6 months for 2 years…

Purpose: The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method: Vocabulary, phonological and morphological…

Purpose: Wide interindividual variability characterizes language development in the general and at-risk populations of up to 3 years of age. We adopted a complex approach that considers multiple aspects of lexical and grammatical skills to identify language profiles in low-risk preterm and full-term children. We also investigated biological and…

This study investigated bilingualism effects on the production of focus in 5- to 9-year-old Cantonese-English bilingual autistic children's L1 Cantonese, compared to their monolingual autistic peers as well as monolingual and bilingual typically developing children matched in nonverbal IQ, working memory, receptive vocabulary and maternal…

Purpose: The goal of this study was to examine online and off-line sentence processing using Korean language relative clause sentences between children with specific language impairment (SLI) and children with typical development (TD). Method: Twenty-four children with TD and 19 children with SLI participated in this study. Children completed…

Bilingual experience has an impact on an individual's linguistic processing and general cognitive abilities. The relation between these linguistic and non-linguistic domains, in turn, is mediated by individual linguistic proficiency and developmental changes that take place across the lifespan. This study evaluated this relationship by assessing…

This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2 years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a…

Previous research has shown that children aged 4-5 years, but not 2-3 years, show adult-like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such "corepresentation (CR)" of a partner (Sebanz, Knoblich, &…

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for…

This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…

The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD)…

Testing learners' English proficiency is central to university English classes in Japan. This study developed and implemented a set of parallel online receptive aural and visual vocabulary tests that would predict learners' English proficiency. The tests shared the same target words and choices--the main difference was the presentation of the…

Forty native Spanish-speaking children (age 8;0-10;3), 20 with Specific Language Impairment (SLI) and 20 with Typical Language Development (TLD), received a battery of psycholinguistic tests, IQ, hearing screenings, and the Spanish Non-word Repetition Task (NRT). The children's repetition of 20 non-words was scored. The percentage of correct…