Are Reading Difficulties Associated With Poor Verbal Learning Skills? Evidence From the Fast-Mapping Paradigm

Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties

Children with specific reading comprehension difficulties were compared with control children on tests of language skill. The two groups performed at a similar level on tests requiring predominantly phonological skills, but the poor comprehenders performed less well on tests tapping semantic ability. Although the two groups were matched for decoding ability (as assessed by nonword reading), the...

The mathematics skills of children with reading difficulties

Influence of verb and noun bases on reading aloud derived nouns: evidence from children with good and poor reading skills

Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., a...

Foreign language learning difficulties in Italian children: are they associated with other learning difficulties?

A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and nonverbal learning skills, such as native language read...

Second language learning difficulties in Chinese children with dyslexia: what are the reading-related cognitive skills that contribute to English and Chinese word reading?

This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children-28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-ort...