In this critique of current reading research and practice, the author contends that the extreme
ambiguity of English spelling–sound correspondence has confined reading science to an …

The past few decades have witnessed a growing interest in how second language (L2)
learners come to read in languages employing non-alphabetic writing systems such as …

This is the only text for school and clinical psychologists and other mental health
professionals to provide a systematic developmental framework for assessment, diagnosis …

Research has shown that language and literacy skills in a first language (L1) are related to
performance in a second language (L2) and that these relations are reciprocal. However …

Numerous studies on reading comprehension with monolingual children have shown that
oral language, such as vocabulary, is an important factor in predicting reading …

We contend that, contrary to Rimzhim, Katz and Fowler (2014), consonants and vowels in
the Brahmi-derived scripts are not “on a par”, and, therefore, that it is inaccurate to depict …

Developmental Neuropsychology draws upon the research of Alexander Luria and Lev
Vygotsky to present a comprehensive study of developmental neuropsychology from a …

The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, &
Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an …

This study examined whether there are bilingual advantages in terms of phonological
awareness (PA) for children acquiring two phonologically and orthographically different …

In the current study we examined three questions. First: How does emergent bilingualism
affect the development of metalinguistic awareness in kindergarten and first grade? We …