We tested the theoretically driven hypotheses that children's orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about…

The possible advantage of bilingual children over monolinguals in analyzing word meanings from verbal context was examined. The subjects were 40 third-grade children (20 bilingual and 20 monolingual) recruited from independent schools in the USA. The two groups of participants were compared on their performance on a standardized test of receptive…

This study examined the effects of lexical frequency on children's production of accurate primary stress in words derived with nonneutral English suffixes. Forty-four third-grade children participated in an elicited derived word task in which they produced high-frequency, low-frequency, and nonsense-derived words with stress-changing suffixes…

Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was…