The goal of this study was to examine the cross-lagged relations between vocabulary and word reading in children learning two scripts at the same time (pinyin and Chinese). One hundred fifty-nine third-year kindergarten Chinese children (70 girls and 89 boys; mean age = 72.70 months) were assessed on measures of nonverbal IQ, phonological…

The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2nd grade: 32 dyslexic and 105 typical readers, 5th grade: 28 dyslexic and 91 typical readers).…

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…

This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness,…

Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four…

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with…

Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children's phonological memory ability as a…

This study aimed to determine the contributions of cognitive linguistic variables to Persian word reading and word dictation. We tested 79 second graders in Iran on different cognitive-linguistic skills, including rapid letter naming, phonological awareness, morphological awareness, orthographic skills, vocabulary knowledge, nonverbal reasoning,…

This study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills…

Purpose: We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method: The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological…

Students from refugee background enter Australian schools to pursue their educational goal. Though most do well academically, a few encounter educational difficulties and struggle to acquire English language. An exploratory qualitative case study approach was used to investigate factors contributing to poor development of English language and…

A growing body of cross-linguistic research has suggested that morphological awareness plays a key role in both L1 and L2 word reading among bilingual readers. However, little is known about the interaction and development of L1 and L2 morphological awareness in relation to word reading. We addressed this issue by evaluating the unique…

Prosodic awareness has been linked with reading accuracy in typically developing children. Although children with autism spectrum disorders (ASD) often have difficulty processing prosody and often have trouble learning to read, no previous study has looked at the link between explicit prosodic awareness and reading in ASD. In the current study, 29…

Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and…

The purpose of the current study was to explore longitudinally the bidirectional cross-language effects between morphological awareness and vocabulary development across English and French over one year. Participants included 81 Grade 1 students and 75 Grade 2 students. All were non-native speakers of French, and demonstrated average English word…