The authors report a systematic meta-analytic review of the relationships among 3 of the
most widely studied measures of children's phonological skills (phonemic awareness, rime …

Much is known about short-term—but very little about the long-term—effects of reading
interventions. To rectify this, a detailed analysis of follow-up effects as a function of …

Teaching children to read is one of the most fundamental goals of early years and primary
education worldwide, and as such has attracted a large amount of research from a range of …

Practical, effective, evidence-based reading interventions that change students' lives
Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in …

Impairments in executive function have been documented in school-age children with
mathematical learning difficulties. However, the utility and specificity of preschool executive …

Developmental dyslexia and specific language impairment (SLI) were for many years
treated as distinct disorders but are now often regarded as different manifestations of the …

The authors present the results of a 2-year longitudinal study of 90 British children beginning
at school entry when they were 4 years 9 months old (range= 4 years 2 months to 5 years 2 …

Background. Children may experience two very different forms of reading problem: decoding
difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to …

It is now widely accepted that phonological language skills are a critical foundation for
learning to read (decode). This longitudinal study investigated the predictive relationship …

Background: Oral language skills in the preschool and early school years are critical to
educational success and provide the foundations for the later development of reading …