A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…

Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental…

We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children…