Purpose: Target word activation in picture naming was explored in children who stutter (CWS) and typically fluent children (TFC) using event-related potentials (ERPs). Method: A total of 18 CWS and 16 TFC completed a task combining picture naming and probe word identification. On each trial, a picture-to-be-named was followed by an auditory probe…

Visual-verbal paired-associate learning (PAL) is thought to be related to reading acquisition and, more specifically, to word reading skills. To date, the uniqueness and strength of this relationship has remained unclear because most studies have been conducted in opaque orthographies such as English, and few studies have controlled for all of the…

Purpose: Newcomer dyslexic children face a double disadvantage: They must catch up on the schooling delay caused by their late arrival in France, while the lack of early diagnostic tools for dyslexia delays their access to appropriate intervention. However, cognitive predictors of decoding skills in alphabetic scripts are well known. Clinicians…

The present study investigated whether and to what extent children with dyslexia utilize visual and phonetic strategies in character learning. A paired associate learning paradigm was used in two experiments to train children's pronunciation-orthography associations of novel words, with a recall task 1 week later for retention. Experiment 1…

Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…