Reading acquisition is extremely difficult for about 5% of children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). Intervention studies can be used to investigate the causal role of neurocognitiv...
In a low-reading-achievement context, this study examines the applicability of the Simple View of Reading in the Dominican Republic, a Spanish-speaking country, assessing elementary students across the first seven years of formal schooling, and it in...
Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated t...
History of the reading disorder not due to an intellectual disability, inadequate teaching systems or poor motivation to study, referred to as developmental dyslexia, has very remote origins. The first attempts explain the disorder as a primary ‘visu...
17 March 2021
(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative c...
Individuals with mild nonspecific intellectual disability (NSID) often exhibit delayed literacy development. Unfortunately, how cognitive–linguistic processing profiles influence literacy in this population lacks clarity. This study investigate...
Developmental Language Disorder (DLD) and Dyslexia frequently co-occur. Many studies suggest that children with Dyslexia may also struggle with oral language skills, while those with DLD may also face challenges in word decoding. Both groups of child...
Processing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit...
As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language...
Word decoding as a foundational reading skill is significantly associated with phonological awareness in children with typical development as well as children with intellectual disabilities. Phonological awareness is often assessed using traditional...
Anomia, a pivotal symptom of aphasia, impedes functional communication. In tonal languages such as Mandarin, phonological awareness plays a critical role in lexical retrieval. This study developed and evaluated a phonological awareness-based interven...
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure...
Background/Objectives: Dyslexia, a learning disability affecting reading, has been extensively studied using eye movements. This study aimed to examine in the same design the effects of different psycholinguistic variables, i.e., grammatical category...
This study explored how working memory resources contributed to reading comprehension using tasks that focused on maintenance of verbal information in the phonological store, the interaction between the central executive and the phonological store (W...
This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform...
Background: Proficient second language (L2) reading relies on complex neurocognitive processes. Neuroimaging studies have identified key brain regions recruited during L2 reading, including the left inferior parietal lobule (LIPL) and the calcarine c...
Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuw...
Phonological processing skills, such as phonological awareness, are known predictors of reading acquisition in alphabetic languages with varying degrees of orthographic complexity. However, the role of multi-letter-sound knowledge, an important found...
(1) Background: There has been significant recent interest in the potential role of social robots (SRs) in special education. Specific Learning Disorders (SpLDs) have a high prevalence in the student population, and early intervention with personaliz...
Background: Dyslexia is a reading disorder that is associated with phonological processing and awareness difficulties. However, little is known about phonetic production in dyslexia. Whereas individual differences in speech sound perception were link...
Low-resource written-query keyword spotting detects a text-specified target in speech without spoken enrollment or full automatic speech recognition. We present Tibetan Phonology-Aware Speech Evidence Matching (Tibetan-PASEM), a method that encodes g...
This study aimed to investigate left temporal lobe activity during Japanese reading by examining both task-dependent activity and activity associated with individual differences in reading-related cognitive abilities. Using functional near-infrared s...
Background/Objectives. Low functional literacy in adulthood is a growing issue, yet the cognitive profiles of struggling adult readers in transparent orthographies remain under-researched. This study investigated the cognitive and reading-related pre...
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accurac...
We investigated a technology-based tool for teaching English letter-sound correspondences with bilingual children learning phonologically and typologically distant languages: English and Chinese. We expect that learning about print at the phoneme lev...
Readers use letter-sound knowledge and blending skills to consciously decode unfamiliar words, gradually building a large inventory of recognizable words. The storage of these words in long-term memory depends on forming connections between phonologi...
Cued Speech (CS) is a communication system that uses manual gestures to facilitate lipreading. In this study, we investigated how CS information interacts with natural speech using Event-Related Potential (ERP) analyses in French-speaking, typically...
Background: A transfer of learning effects across speech perception and production is evident in second-language (L2)-learning research, suggesting that perception and production are closely linked in L2 speech learning. However, underlying factors,...
13 September 2022
In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and tha...
Background/objectives: A child’s working memory needs to be efficient in order to perform well at school, because its manipulative function needs to work properly in order to compose and decompose words, a skill that is necessary for reading. T...
COVID-19 led to substantial changes in early literacy instruction. Although emerging evidence documents its effects on children’s reading achievement, much less is known about how these changes relate to young children’s reading motivatio...
The focus of the present paper is twofold; the first objective is to examine how children with dyslexia (henceforward DYS children) and typically developing children (henceforward TD children) performed in Greek (first language; L1) compared to Engli...
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online su...