Special Issue "Reading, Writing, and Arithmetic: Typical and Atypical Cognitive Development"

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Cognition".

Deadline for manuscript submissions: 31 July 2023 | Viewed by 1335

Special Issue Editors

Dr. Sandra Fernandes
E-Mail Website
Guest Editor
Faculty of Psychology, University of Lisbon, 1649-013 Lisbon, Portugal
Interests: literacy (the ability to read and write) acquisition; literacy predictors and the influence of orthographic consistency on the development of reading and spelling abilities
Dr. Luís Querido
E-Mail Website
Guest Editor
Egas Moniz Interdisciplinary Research Center (CiiEM), Egas Moniz University Institute (IUEM), 2829-511 Monte de Caparica, Almada, Portugal
Interests: orthographic knowledge and reading and writing development

Special Issue Information

Dear Colleagues,

The goal of this Special Issue is to increase our understanding of how children acquire the proverbial three Rs: reading, writing, and arithmetic. Several cognitive skills such as phonological awareness, orthographic knowledge, and rapid automatized naming have been recognized as fundamental for reading and writing development. Likewise, number sense and counting have been pointed out as crucial for the development of arithmetic skills. Recent research has even suggested a considerable overlap in the cognitive predictors of reading, writing, and/or arithmetic skills. Clarifying cross- and within-domain predictors is important since they may carry significant implications for cognitive developmental theories and practice. Within this scope, we welcome contributions from research groups worldwide, focusing on typical and/or atypical acquisition of reading, writing, and arithmetic skills.

We intend to select new empirical research and studies that use a systematic framework that has not been published elsewhere. Research issues may be addressed employing quantitative methodologies or provide a systematic review on a topic of the three Rs.

Dr. Sandra Fernandes
Dr. Luís Querido
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • reading
  • spelling
  • writing
  • arithmetic
  • development

Published Papers (1 paper)

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Systematic Review
Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review
Behav. Sci. 2022, 12(10), 354; https://doi.org/10.3390/bs12100354 - 23 Sep 2022
Cited by 1 | Viewed by 894
The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing [...] Read more.
The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing a word, its application in different target populations, the effective vocabulary learning task types designed based on the ILH, and the occurrence rate of the ILH components in vocabulary learning tasks. We searched IEEE, ERIC, WOS, Scopus, and ProQuest databases for empirical studies published between 2001 and 2021, using a vocabulary-focused keyword string combined with an ILH-focused keyword string. A total of 78 studies were selected using a set of inclusion and exclusion criteria. The content analysis of these studies showed that researchers have used the ILH to investigate the acquisition of six aspects of knowing a word. Four types of tasks (i.e., fill-in-the-blanks, reading, composition writing, and meaning-inferring) provided more positive evidence for the validation of the ILH. The search component was least present in the vocabulary learning tasks. Researchers have supported the use of the ILH to predict the vocabulary learning potential of tasks completed mainly by adult learners. This systematic review provides direction for future reviews and empirical studies in L2 vocabulary teaching and learning framed by the ILH. Full article
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