In this study, we examined the accuracy and consistency of Greek-speaking children with spelling difficulties using a spelling level-matched design at two time points. Eighty-seven children were selected for inclusion in three groups: a group with spelling difficulties (SpD, n = 22 fifth graders) and two control groups, a chronological age-matched…

The serial advantage, defined as the gain in naming rate in the serial over the discrete task of the same content, was examined between grades and types of content in English and Greek. 720 English- and Greek-speaking children from Grades 1, 3, and 5 were tested in rapid naming and reading tasks of different content, including digits, objects,…

This study aimed to examine (a) the developing interrelations between the efficiency of reading individually presented words (i.e., isolated word recognition speed) and the efficiency of reading multiword sequences (i.e., word list and text reading fluency); (b) whether serial digit naming, indexing the ability to process multi-item sequences,…

The study explored the inflectional morphological awareness of Greek-speaking poor comprehenders identified in grade 3. The sample consisted of 13 poor comprehenders and 27 good comprehenders. The poor comprehenders were selected from 126 children attended 19 primary schools in metropolitan area of Athens using a cut-off-based approach. All the…

Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of…

The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…

Word list reading fluency is theoretically expected to depend on single word reading speed. Yet the correlation between the two diminishes with increasing fluency, while fluency remains strongly correlated to serial digit naming. We hypothesized that multi-element sequence processing is an important component of fluency. We used confirmatory…

In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and…

Both additive and proportional reasoning are types of quantitative analogical (QA) reasoning. We investigated the development and nature of primary school children's QA reasoning by offering two missing-value word problems to 3rd to 6th graders. In one problem, ratios between given numbers were integer, in the other ratios were non-integer. These…

The improvement in the ability to process sounds in oral language (phonological awareness) through the contribution of Information and Communication Technologies (ICT) is reported by many researchers. However, deficits in phonological awareness may persist despite intervention. There is increasing research interest on how educational technology…

In Greek orthography, stress position is marked with a diacritic. We investigated the developmental course of processing the stress diacritic in Grades 2 to 4. Ninety children read 108 pseudowords presented without or with a diacritic either in the same or in a different position relative to the source word. Half of the pseudowords resembled the…

The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or…