These two studies examined the processes underlying English and Chinese word reading in Chinese-English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English…

Insufficient knowledge of the subtle relations between words' spellings and their phonology is widely held to be the primary limitation in developmental dyslexia. In the present study the influence of phonology on a semantic-based reading task was compared for groups of readers with and without dyslexia. As many studies have shown, skilled readers…

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (?R[superscript 2] = 0.11-0.31) in comprehension as compared to…

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children…

This exploratory study aimed to evaluate the spelling of derived words by dyslexic adolescents and to verify whether this is associated with lack of vocabulary and/or morphological knowledge. A cross-sectional reading level-design was employed in order to determine differences in spelling, derivational morphology and vocabulary tasks between…

States that studies report spelling errors of dyslexics are similar to those of younger children but not deviant or unusual. Analyzes spelling errors from spontaneous writing of 19 adolescents with a history of reading problems and persistent spelling difficulties. Finds that poor spellers made more errors on certain morphological and phonological…

Tests three groups of dyslexic children (mean ages 8, 13, 17 years) and three groups of normal achievers (matched for age/IQ) for sound categorization and phoneme deletion, which allows comparison across chronological age and reading age. Finds that children with dyslexia performed significantly worse than their reading age controls on both tasks.…