This special issue bundles a set of eight empirical studies and one review article that explore the role of SL mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice-versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while also pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6358202 | PMC |
| http://dx.doi.org/10.1080/10888438.2018.1549045 | DOI Listing |
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View Article and Find Full Text PDFBeginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers.
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