The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical spelling errors. Before performing error detection tasks, undergraduate participants completed a battery of tasks to evaluate their non-executive (verbal and visuospatial storage)…

Purpose: This study aimed to identify predictors of response to treatment for residual speech sound disorder (RSSD) affecting English rhotics. Progress was tracked during an initial phase of traditional motor-based treatment and a longer phase of treatment incorporating ultrasound biofeedback. Based on previous literature, we focused on baseline…

The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and…

This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the "Test de Vocabulario en Imagenes" (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. "Test de Vocabulario en Imganes…

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…

This study investigated the relationship between student performance on behavioral measures (reading, language, and executive function) and reading comprehension while reading with and without text-to-speech (TTS) accommodations. Twenty-nine children with reading difficulties ages 8 to 12 years completed a battery of reading, language, and…

Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

This study examined the respective contribution of verbal working memory, which was operationalized as immediate digit and sentence recall, to bilingual children's reading fluency and comprehension in the first language (L1) and second language (L2). Fifty children from two international sites took part in this study: One group was English-Korean…

Ninety-three children (ages 10-12) were compared on phonological and visuospatial abilities. Children with a reading disability performed worse than nondisabled children on many visual and eye movement tasks. Sixty-eight percent of the variance in reading ability could be predicted by combining visual and phonological scores in a multiple…

A range of possible predictors of arithmetic and reading were assessed in a large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory factor analysis of the predictors revealed a good fit to a model consisting of four latent variables (verbal ability, nonverbal ability, search speed, and phonological…

An intervention study of 7-year-old, poor readers examined the extent to which factors of phoneme manipulation, rhyme, verbal ability, nonverbal ability, and phonological memory were predictive of responsiveness to teaching interventions. Only phoneme manipulation was a predictor for reading accuracy. However, for reading comprehension, verbal…