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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
Reading ability and specific reading disability (SRD) are complex traits involving several cognitive processes and are shaped by a complex interplay of genetic and environmental forces. Linkage studies of these traits have identified...
The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats...
The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention ...
The strength of the relationship between vowel centralization measures and perceptual ratings of dysarthria severity has varied considerably across reports. This article evaluates methods of acoustic-perceptual analysis to determine...
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine...
The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the...
This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was...
We examined neural indices of pre-attentive phonological and attentional auditory discrimination in children with developmental language disorder (DLD, n = 23) and typically developing (n = 16) peers from a geographically isolated...
Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention...
Two experiments tested whether Russian-speaking children with Developmental Language Disorder (DLD) are sensitive to gender agreement when performing a gender decision task. In Experiment 1, the presence of overt gender agreement between...
This work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological...
Historically, twin research on reading has been conducted on older children and the generalizability of results across racial/ethnic/socioeconomic groups is unclear. To address these gaps, early literacy skills were examined among 1, 401...
We present an experiment in which we explored the extent to which visual speech information affects learners' ability to segment words from a fluent speech stream. Learners were presented with a set of sentences consisting of novel words...
Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of...
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