We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by…

The effects of daily training in visual memory and basal reader instruction were investigated. Training and tests on 295 first-graders indicated that visual memory training resulted in more growth in visual discrimination and higher levels of reading achievement than reading instruction alone. (SDH)

Compared lexical and visual--orthographic processing in the spelling performance of 30 cantonese Chinese children who are English-as-a-Second-Language (ESL) learners to that of 33 English as a first language (L1) children. Findings are discussed in terms of in terms of early transfer of L1 literacy skills to second language literacy acquisition…