Purpose: This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English (n = 43) and Spanish-English (n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to…

The role of working memory (WM) in language acquisition has been widely reported in the developmental literature, but few studies have explored the role of sentence recall in the way WM and related linguistic abilities evolve. This study seeks to explore the organization and development of the memory architecture underlying language using a…

This longitudinal study investigated to what extent the acquisition of cognates among bilingual children depends on the degree of cross-language similarity and intensity of exposure to the tested language, and whether children's sensitivity to cognates with different degrees of cross-language similarity changes over time. For three consecutive…

Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

This longitudinal study examined the development of phonology and literacy in Dutch-speaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the start of formal reading instruction), in first and in third grade. Children, diagnosed with dyslexia in third grade, showed impaired…

This study examined longitudinally the double-deficit hypothesis in Greek, an orthographically consistent language, following a group of children from kindergarten to Grade 2. Four groups were formed on the basis of two composite scores of phonological and naming-speed criterion measures: a double-deficit group (DD; n = 17), a phonological deficit…

Previous correlational and experimental research has found a positive association between phonological awareness and reading skills. This paper provides an overview of studies in this area and shows that many studies have neglected to control for extraneous variables such as ability, phonological memory, pre-existing reading skills and letter…

Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…

Used a one-year longitudinal study to examine the extent to which grammatical awareness in preschool predicted reading independently of preschool general verbal skills, phonological awareness, and word recognition. Found that, independently of other skills, grammatical awareness predicted word recognition and pseudoword recoding, but not reading…