Results 181 to 190 of about 52,335 (294)

Does Orthography Mitigate the Impact of Background Noise on Word Learning? [PDF]

Q J Exp Psychol (Hove)
Salins A, Hooton-Robinson C, Ricketts J.
europepmc   +1 more source

English Worldwide and Linguistic Justice: Past and Present

World Englishes, EarlyView.
ABSTRACT This opening article of the special issue “English worldwide and linguistic justice” starts from the premise that more interdisciplinary work is needed that bridges sociolinguistic research with linguistic justice theories to provide deeper, more nuanced understandings of the position and functions of English around the world today.
Josep Soler, Thomas Ricento
wiley   +1 more source

Calling for a Collective Black Translanguaging Approach to Phonics Instruction

The Reading Teacher, Volume 80, Issue 4, January/February 2027.
ABSTRACT This paper is a call to imagine a new future: one that cherishes the beauty of Black Language for young bilingual Black children learning to connect sounds and symbols in classrooms across the country. In current schooling, realizing this future will require substantial imagination and creativity to bend our approaches to reading and mend ...
Alice Y. Lee, Teaira McMurtry
wiley   +1 more source

DELV-ing Into the Psychometrics of Dialect: An Item-Level Analysis With School-Aged African American Children. [PDF]

J Speech Lang Hear Res
Branum-Martin L, Washington JA, Rhodes KT.   +2 more
europepmc   +1 more source

Event‐Related Potential Components and the Lexical Decision Task in Greek‐Speaking Children With and Without Reading Difficulties

Dyslexia, Volume 32, Issue 4, November 2026.
ABSTRACT The present study examined neurocognitive differences in visual word processing between children with reading difficulties (RD) and chronological‐age‐matched controls (CA) using event‐related potentials (ERPs) during a lexical decision task. Participants were Grade 3 and Grade 6 children (ages 7.6–12.1 years) who were required to discriminate ...
A. Fella, C. Christoforou, T. C. Papadopoulos   +2 more
wiley   +1 more source

A stroke-level large-scale database of Chinese character handwriting and the OpenHandWrite_Toolbox for handwriting research. [PDF]

Behav Res Methods
Xu Z, Yu S, Torrance M, Nottbusch G, Zhao N, Cai Z.   +5 more
europepmc   +1 more source

Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia

Dyslexia, Volume 32, Issue 4, November 2026.
ABSTRACT Despite a strong base of scientifically supported research on dyslexia, pervasive misunderstandings continue, particularly in the United States, where state legislation, instructional practices and parent advocacy intersect in ways that influence how dyslexia is identified and treated.
Christy R. Austin, Marissa J. Filderman, Dana Raine, Rose Kjesbo, Courtney D. Boman   +4 more
wiley   +1 more source

Revisiting Identification Thresholds of Specific Learning Disorders (SLD) in Gifted Children (GC). A Comparison of Three Groups: Twice‐Exceptional (TE) Children, GC Without SLD and Non‐GC With SLD

Dyslexia, Volume 32, Issue 4, November 2026.
ABSTRACT This study investigates assessment of Specific Learning Disorders (SLD) in Twice‐Exceptional (TE) children, gifted children (GC) who also present SLD, in oral and written language domains. Applying the standard threshold for identification (< 7th percentile) to GC often results in the assessment and identification of SLD in the TE population ...
Laurent Lesecq, Laurent Querne, Julie Gornes, Laura Buffo, Louise Corbel, Loïse Perrais, Maëlys Kartner, Anne Gaelle Le Moing, Beatrice Bourdin, Patrick Berquin   +9 more
wiley   +1 more source

Dyslexia with and without developmental language disorder: Profile analysis. [PDF]

Ann Dyslexia
Snowling MJ, Hayiou-Thomas ME, Hulme C.
europepmc   +1 more source

Socioeconomic Status and Fine‐Grained Literacy Outcomes in Heritage Bilingual and Monolingual Children With and Without Specific Learning Disorders

Dyslexia, Volume 32, Issue 4, November 2026.
ABSTRACT This study investigated the sociolinguistic background and the cognitive and literacy profiles of heritage bilingual (HB) children with specific learning disorders (SLD) in reading and spelling or typical development (TD) in comparison with their monolingual peers.
Paola Bonifacci, Elisabetta Lombardo, Marina Porrelli, Alessia Rapino, Anna Gallani, Carlotta Facini, Chiara Gelmini, Chiara Nanni, Michela Muccinelli, Elena Mannino, Simona Chiodo   +10 more
wiley   +1 more source