A nonrandomized quasi-experimental, mixed-method double pretest-posttest design was used to compare the effects of a multilinguistic word study model of instruction -- RAVE-O program (Wolf, Miller, & Donnelly, 2000) -- in comparison with a phonics word study model of instruction -- Fountas and Pinnell Phonics Lessons -- Letters, words, and how…

Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…

Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…

The morphological structure of the word has a central function in the organization of the mental lexicon and word recognition. Polymorphemic words in Arabic are composed of two non-concatenated morphemes: root and word-pattern. This study is the first to address the issue of nominal-pattern priming among young developing Arabic speakers. I…

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence…

Over the years, less attention is given to students' spelling skills compared to other areas of literacy achievement like word reading and passage comprehension in relationship to nonmainstream dialect usage. Considering that English spelling is based on the phonological and morphological structures of Mainstream American English (MAE), it is…

Purpose: The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. Method: Fifty-eight children with speech-sound disorders were assessed during the…

Background: A number of previous studies have revealed that children with Specific Language Impairment have limitations in Phonological Working Memory as revealed by a task that requires them to repeat non-words of increasing syllable length. However, most published studies have used non-words that are phonotactically English. Aims: The purpose…

Impaired speech prosody has been identified as a critical feature of suspected childhood apraxia of speech (sCAS). Lexical stress productions of children with sCAS have been characterized as 'excessive/equal/misplaced'. This investigation examines two potential explanations of this particular deficit, articulatory difficulty and impaired intrinsic…