Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading

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Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Evidence from research by Swanson et al. (2006) suggests that future studies might consider including a working memory measure that is more taxing of working memory than the backward digit span task used here.”
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, methodology): “Consistent with much previous research (e.g., Catts et al., 1999; Joshi et al., 1998; Share & Leikin, 2004), we found that both word recognition/decoding and oral language skill—the two components of Gough and Tunmer’s (1986) simple model—made unique contributions to prediction, regardless of which…”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “…develops relatively independently from beginning reading skills such as decoding in the early grades, it becomes increasingly predictive of reading comprehension over time (Catts, Hogan, & Adolf, 2005; Share & Leiken, 2004; Storch & Whitehurst, 2002; Vellutino, Tunmer, Jaccard, & Chen, 2007).”