Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for…

Background: We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods: Eleven- to 12-year-old US monolingual English speakers (N = 71) and Spanish-English bilinguals (N = 81) read narrative and informational expository texts requiring an inference and answered an inference-tapping question after…

Reading ability in English is decisive in determining the academic achievement of university students who study the English language, or any other subject in English. Extensive research has been conducted to explore whether ESL/EFL reading problems are language-specific or general reading problems. In this regard, previous research on the…

The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students' self-reported text-learning strategy use and study traces, the authors identified and validated four distinct…

The present study reports reading strategies of Arabic L1 EFL college-level learners at three reading ability levels: high, medium, and low. Thirty students were asked to take the reading section of the TOFEL to determine their reading abilities. Then two participants from each level were selected randomly to go through the think-aloud protocol…

The differences and similarities in the word recognition and reading comprehension skills of monoliterate Albanian-Greek (ML2), biliterate Albanian-Greek (BL2) and monolingual (L1) children in grades 3-6 were examined in two cross-sectional studies. Participants completed standardized and experimental tasks measuring cognitive, oral language and…

This study aimed to examine junior college students' group dialogues on the use of high-level comprehension features in an EFL reading class. The participants were one high-ability group and one low-ability group in terms of discussion proficiency. Eight representative discussions conducted in the students' first language served as the major data…

In this paper, the role of radical awareness in Chinese character reading development among young Chinese-as-a-second-language (CSL) learners is evaluated in terms of a structural property of the writing system: the distribution of elementary, one-radical (i.e. one-element) simple characters as against majority, multi-radical compound characters.…

Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading…

The authors illustrate ways that diverse linguistic repertoires were constrained within a set of classroom book club discussions among sixth-grade students and their teachers in a public school setting. The study took place in a U.S. Mountain West middle school with a majority population of Latinx students, many of whom were emerging bilinguals…

Research on individual differences in second language (L2) reading ability has primarily focused on factors known to contribute to first language (L1) reading ability, with little consideration of factors mediating interference between languages. In an exploratory analysis, we compared the degree to which the linguistic interference that readers…

The emergence of the digital era is redefining education and the pedagogical processes in an unpredictable manner. In the midst of the increased availability of print and online resources, the twenty-first century language teacher educator expects her (or his) student teachers to be reading beings if they are to improve their knowledge-base in…

We present the case study of MB--a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for…

We investigated the relationship between Chichewa (L1) and English (L2) literacies in Malawi. Through our use of hierarchical linear modeling, we found that cross-language literacy transfer between Chichewa and English did occur, but that the pattern and the strength of the relationships varied depending on the literacy domain (i.e., reading or…

This paper gives a short analysis of reading abilities and reading strategies. Much research has been done to investigate the nature of reading, though it's had to exactly define reading abilities and strategies. Different kinds of readings are discussed in this paper and distinctions are made between first language reading and second or foreign…