In the present article, we report 3 experiments using the odd-man-out variant of the implicit priming paradigm, aimed at determining the role played by phonological information during the handwriting process. Participants were asked to write a small set of words learned in response to prompts. Within each block, response words could share initial…

This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…

The investigators measured 7 literacy skills in a group of 21 school-age children with mild to moderate sensorineural hearing loss (MSNH group), and compared the scores to those of 2 age-matched groups: children with dyslexia (DYS group) and, as a control, typically developing hearing children (CA group). The MSNH group performed consistently…

To investigate the neural bases of consonant and vowel processing, event-related potentials (ERPs) were recorded while participants read words and pseudowords in a lexical decision task. The stimuli were displayed in three different conditions: (i) simultaneous presentation of all letters (baseline condition); (ii) presentation of all letters,…

The profound consequences of early reading failure necessitate the provision of early literacy interventions to struggling readers. Many schools struggle, however, to address early reading difficulties because of insufficient human resources. Accordingly, the present study investigated the effectiveness of incremental rehearsal (IR) as a Tier 3…

The present study investigated the involvement of lexical knowledge in pseudoword reading by Italian children aged 8-10. In both lexical decision and reading aloud tasks, inhibitory effects were found on pseudowords derived from high-frequency words in comparison to pseudowords derived from low-frequency words. A group of adult readers showed…

Spoken word recognition shows gradient sensitivity to within-category voice onset time (VOT), as predicted by several current models of spoken word recognition, including TRACE (McClelland, J., & Elman, J. (1986). The TRACE model of speech perception. "Cognitive Psychology," 18, 1-86). It remains unclear, however, whether this sensitivity is…

Spoken word recognition is achieved via competition between activated lexical candidates that match the incoming speech input. The competition is modulated by prelexical cues that are important for segmenting the auditory speech stream into linguistic units. One such prelexical cue that listeners rely on in spoken word recognition is phonotactics.…

This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their…

Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…

Lexical access was examined in English-Spanish bilinguals by monitoring eye fixations on target and lexical competitors as participants followed spoken instructions in English to click on one of the objects presented on a computer (e.g., "Click on the beans"). Within-language lexical competitors had a phoneme onset in English that was shared with…

Regardless of the script, in the process of learning to read words, readers develop awareness of the structural and functional properties of words with increased exposure to the script. However, as sub-word units that are critical for phonological or morphological processing or both are not uniform, the types of the awareness may vary from script…

Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading…

This study demonstrates the impact of an Early Reading First intervention on preschool children's language and literacy development using an ex post facto, causal-comparative research design. The project's professional development model was evaluated to produce a process and outcome evaluation to answer two overarching research questions: (1) What…

This study examined the development of Korean consonant-vowel (CV) syllable identification, consonant and vowel letter knowledge, and their relationships to phonological awareness and the reading of regular Hangul words among Korean kindergartners as a 6-month longitudinal study. Results showed that Korean children identified CV syllables better…