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Direct linkPapadopoulos, Timothy C.; Spanoudis, George C.; Chatzoudi, Dialechti – Reading and Writing: An Interdisciplinary Journal, 2020
The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished retrospectively from kindergarten, based on their growth profiles in cognitive (planning, attention, working memory--WM) and linguistic (phonological--PA and naming speed--RAN)…
Descriptors: Spelling, Language Role, Gender Differences, Socioeconomic Status
Gooch, Debbie; Thompson, Paul; Nash, Hannah M.; Snowling, Margaret J.; Hulme, Charles – Journal of Child Psychology and Psychiatry, 2016
Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated…
Descriptors: Child Development, Executive Function, Language Skills, Correlation
Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee – Learning Disability Quarterly, 2012
The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…
Descriptors: Reading Difficulties, Inhibition, Short Term Memory, Decoding (Reading)
