Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participa...

BACKGROUND This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. METHOD Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (...

Language delay is considered a frequent antecedent of literacy problems and both may be linked to phonological impairment. However, while several studies have examined the relationship between language delay and reading impairment, relatively few have focused on spelling. In this study, spelling performance of 28 children with developmental dyslexia (DD), 14 children with a history of language ...

Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated...

A remedial spelling training approach is presented which systematically combines certain visualizing and verbalizing methods to foster dyslexic students' orthographic knowledge and strategy use. It essentially depends upon an integrative application of algorithmic graphs and verbal self-instructions: Visualization and verbalization are intended to focus the students’ attention, cognitions, and ...

This chapter discusses the ability of computational models to improve our understanding of dyslexic reading and writing. Connectionist models of the development of alphabetic reading and spelling in normal and dyslexic children are described. The models learn to associate representations of word pronunciations with spellings. The models learn to read and spell regular words more quickly than ir...

Specific language impairment (SLI) diagnosed in the pre-school years is frequently associated with reading and writing difficulties at school age. The nature of this relationship is unclear, despite the availability of a large number of studies, mostly on English speaking children. Phonological processing deficits have been considered the prominent cause of both difficulties. However recent fin...

Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on effectiveness PhonoSens, treatment for pDSSD that focuses improving auditory self-monitoring skills and categorial perception phoneme contrasts, which could have positive impact spel...

Recent studies have focused on reading and writing disabilities among inmates in prisons and at juvenile institutions. Some studies in Sweden have demonstrated that more than half of the delinquents have serious reading difficulties, and for immigrants the situation is even worse. However, these studies have focused on small groups. Furthermore, little attention has been paid to different types...

The South African Journal of Childhood Education (SAJCE) is a peer-reviewed journal that provides forum for the dissemination research in childhood learning and development care education children from birth to 12 years. interdisciplinary scope seeks stimulate exchange ideas variety subjects, contexts, issues child care.