Conventional metaphors are a fundamental component of everyday communication, yet they are often overlooked in post-secondary German-language programs. This study examines the extent to which vocabulary breadth influences 19 L2 German learners' comprehension of conventional German metaphors, particularly those that exhibit cross-linguistic…

Vocabulary is an important foundation for reading skills. Dual-route cascaded model believes that when form-sound correspondence is irregular, phonetic decoding is a necessary but not sufficient condition for word acquisition. Lexical access in syllabic scripts involves a morphological-phonetic-semantic approach, where phonological decoding is…

Proficient reading requires the ability to analyze words for various properties, including pronunciation, meaning, and syntactical function. However, most instruction in word analysis is limited to phonics instruction provided in the early elementary grades. For older students, whose words largely center units of meaning, or morphemes, early…

Background: Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in…

Purpose: This study investigated how correlations between rapid automatized naming (RAN) and reading depend on characteristics of the stimuli. RAN tasks using stimuli with high phonological demands were predicted to be the strongest correlates of decoding efficiency, while high semantic demands were predicted to lead to stronger correlations with…