Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing…

This study investigates word reading skill in Down Syndrome (DS). Two main questions are addressed: (1) Is reading an island of ability in DS? and (2) What are the cognitive correlates of word reading ability in DS? In particular, how do language versus visual-spatial skills relate to individual differences in reading ability in DS? Participants…

Investigates sensitivity to rhyme and phoneme among readers and nonreaders with Down Syndrome (DS) and normally developing children. Evaluates a rhyme detection task and initial and middle phoneme detection tasks. Concludes the rhyme detection task was the easiest for nonreaders without DS and most difficult for readers with DS. (PM)

Investigates whether Brazilian Portuguese-speaking prereaders who have mastered letter names are capable of processing letter-sound relations to learn to read words in which the letters correspond to phonemes contained in the names of the letters. Suggests they can use their knowledge of the names of the letters to learn to read by processing and…

Investigates the nature of the underlying cognitive deficit in developmental dyslexia. Tests the predictions of two competing hypotheses by examining the status of several phonological and lexical retrieval skills in school-age children and adolescents with reading disability. Concludes that the phonological hypothesis offers a more parsimonious…

Reports two studies investigating the relationship between phoneme awareness and word reading ability in Down syndrome (DS) subjects. Finds that the results question that phoneme awareness is not related to alphabetic reading acquisition in DS. Concludes that the ability to detect phonemic similarities in words significantly differentiated between…

Examines whether letter-name knowledge facilitates learning spellings in which the names of one or more letters can be heard in the pronunciation of the words. Results suggest preschool Portuguese children who know the names of the letters can learn to read by processing letter-sound relations in words; however, children may not use this mechanism…