Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language…

To explore the roles of character recognition, expressive vocabulary, and syntactic awareness in deaf and hard of hearing (DHH) students' reading fluency, 52 Chinese DHH students (mean age = 13.29 years) in elementary school participated in the present study. The results showed that character recognition, expressive vocabulary, and syntactic…

Purpose: The ability to identify children early in development who are at substantial risk for language/literacy difficulties would have great benefit both for the children and for the educational and therapeutic institutions that serve them. Information that is relatively easily available prior to the age of 3 years, such as late talking, family…

Purpose: Multiple factors impact reading acquisition in individuals with reading disability, including genetic disorders such as Williams syndrome (WS). Despite a relative strength in oral language, individuals with WS usually have an intellectual disability and tend to display deficits in areas associated with reading. There is substantial…

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…

Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and…

The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…

This study is the first randomized study of the impacts of the vocabulary instruction program Kindergarten PAVEd for Success (K-PAVE) (Hamilton and Schwanenflugel 2011) on low-income students in kindergarten and grade 1. The study has two components. The first component is a test of the impacts of one year of the K-PAVE vocabulary instruction in…

A study involving 205 children from the Danish island of Bornholm found significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in grade 2 to sentence reading in grades 3 and 4. (Author/CR)