Welcome to the first issue of the AMD TC Newsletter in 2005. The highlight of this issue is the dialog column guest-moderated by Olaf Sporns: " What are Potential Principles for the Autonomous Development of Value and Motivation? " I would like to thank Olaf and all contributing authors of this column for their insights. The AMD TC Newsletter welcomes more contributions from the AMD TC on resea...

PURPOSE To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). METHOD The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with ...

It is our great pleasure to welcome you to the 7th International Conference on Development and Learning (ICDL 2008) in Monterey, California, USA. ICDL is a unique interdisciplinary conference, with latest research results that cover challenging gaps among computer science, robotics, psychology, and neuroscience to address the challenging subject of computational autonomous development, both nat...

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcomi...

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth grade children referred for learning difficultie...

Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness...

Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the rela...