Children's ability to correctly name letters is a key predictor of later reading abilities and skills, but research on letter naming from Scandinavian orthographies is scarce. The aim of this study is to explore how child- and letter-related factors (i.e., gender, child name, phonemic awareness, letter position in the alphabet and frequency, and…

This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English-speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under-researched.…

Purpose: The lexical quality (LQ) hypothesis predicts that a skilled reader's lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge…

This study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the "abjad" writing system of Arabic. A sample of 112…

This longitudinal study investigates the shifting roles of phonological awareness (PA) and morpho-lexical knowledge in Hebrew word reading fluency from kindergarten to Grade 4. The research addresses the developmental question regarding the relative importance of morphology versus phonology among beginning and more advanced readers. 440…

This study examined the independent contribution of morphological awareness and orthographic awareness in reading comprehension, controlling for working memory and reading fluency in Arabic-speaking children. Participants (N = 244) from grades four and five, were classified into typical comprehenders (n = 207) and poor comprehenders (n = 37). All…

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background…

There is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these bilingual children, particularly L1 majority bilinguals, is limited. With a sample size of 690 4th-grade students, this study investigated predictors influencing L1 Chinese reading in Chinese-English…

This study investigated the unique role of nonverbal reasoning in early English word decoding for native Chinese-speaking children across three studies. In Study 1, 80 Grade 1 and 2 participants completed assessments including nonverbal reasoning tests, English pseudoword reading, Chinese character reading, Chinese phonological awareness (CPA),…

Purpose: This study sought to 1) identify linguistic features important for Chinese text complexity with a theory-based and systematic approach, and 2) address how feature sets and algorithms affect the performance of Chinese text complexity models. Method: Texts from Chinese language arts textbooks from Grades 1 to 6 (N = 1,478) in Mainland China…