The aims of this study were to investigate whether the executive functions, inhibition, shifting,
and updating, are distinguishable as latent variables (common factors) in children aged 9 to …

This longitudinal investigation examined word decoding and reading comprehension
measures from first grade through sixth grade for a sample of Spanish-speaking English …

Two studies investigated the degree to which the relationship between rapid automatized
naming (RAN) performance and reading development is driven by shared phonological …

We report two studies examining the relations among three paired-associate learning (PAL)
tasks (visual–visual, verbal–verbal, and visual–verbal), phoneme deletion, and single-word …

Considers the skills that are common to reading and listening comprehension and how they
develop. A common basis for competence in written and spoken language comprehension …

The dual-route model offers a popular way to classify developmental dyslexia into
phonological and surface subtypes. The current study examined whether this dual-route …

The visual span for reading refers to the range of letters, formatted as in text, that can be
recognized reliably without moving the eyes. It is likely that the size of the visual span is …

The double-deficit hypothesis acknowledges both phonological processing deficits and
serial naming speed deficits as two dimensions associated with reading disabilities. The …

Abstract Children (n= 122) and adults (n= 200) with dyslexia completed rapid automatic
naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive …

We tested Chinese‐English bi‐scriptal fourth‐graders on reading aloud and comprehension
in Chinese and English and their understanding of some structural principles underlying …