The aim of this study was primarily to investigate the effects of morphological strategies training on students with and without spelling difficulties in English as a foreign language (EFL), but also to assess the feasibility of morphological strategies training in a classroom context. The intervention was piloted in the sixth grade of a Greek primary school: 23 Greek–speaking students, aged 11...

PURPOSE The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age. METHOD Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were followed from the preschool years (ages 4-6) to school ...

3 Abstract The present study describes two French teenagers with developmental reading and writing impairments whose performance was compared to that of chronological age and reading-age matched non-dyslexic participants. Laurent conforms to the pattern of phonological dyslexia: he exhibits a poor performance in pseudo-word reading and spelling, produces phonologically inaccurate misspellings b...

There has been little research on the neural correlates of writing in children and teenagers. The purpose of the present study was to describe brain activation in a group of teenagers with isolated dysorthography vs. teenagers with good spelling skills, during a task involving the assessment of spelling accuracy in words containing an orthographic difficulty. The results will allow for conclusi...

This study attempted to replicate a recent finding by Crow et al. [Neuropsychologia 36 (1998) 1275] showing that about equal skill of right and left hand (i.e. hemispheric indecision) is associated with deficits in cognitive and scholastic achievement. The present study assessed hemispheric indecision by using Annett's [Left, Right, Hand and Brain: The Right Shift Theory, Lawrence Erlbaum, Lond...

Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On ...

UNLABELLED The goal of this study was to classify children with speech sound disorders (SSD) empirically, using factor analytic techniques. Participants were 3-7-year olds enrolled in speech/language therapy (N = 185). Factor analysis of an extensive battery of speech and language measures provided support for two distinct factors, representing the skill dimensions of articulation/phonology and...

The purpose of this study was to explore the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms and writing performance in Japanese second grade students from regular classrooms. The second grade students (N=873) in Japanese public elementary schools participated in this study. We examined a variety of writing tasks, such as tracing, ...

Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or not adolescents with difficulty report overly posi...

Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent s...