With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening…

Literacy acquisition is a complex process with genetic and environmental factors influencing cognitive and neural processes associated with reading. Previous research identified factors that predict word reading fluency (WRF), including phonological awareness (PA), rapid automatized naming (RAN), and speech-in-noise perception (SPIN). Recent…

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…

Facility with learning from multiple text documents is critical for college and career readiness. However, children with reading difficulties and disabilities have been largely excluded from research on multiple document comprehension. Accordingly, little is known about how children with reading difficulties and disabilities perform on…

Word reading fluency is crucial for early L2 development. Moreover, the practice of digital reading has become increasingly common for both children and adults. Therefore, the current study investigated factors that explain digital word reading fluency in English (L2) among Chinese children from Hong Kong. Eighty-six children (age: M = 9.78, SD =…

This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…

This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children's performance on color and black-white RAN plates. Participants were 114 Arabic-speaking third…

This longitudinal study examined the effectiveness of a progress monitoring method, namely the Multilayer Instruction Model-Progress Monitoring (MIM-PM), which is a word reading fluency measure. It was used from 1st grade onward to predict the overall reading achievement of students in elementary school by tracking their reading achievement over…

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent…

Curriculum-based measurements (CBM) are used in schools to screen students for academic difficulties. Oral reading fluency curriculum-based measures (CBM-R) are the most popular, yet several studies have identified predictive bias in CBM-Rs in relation to key variables (e.g., race, sex). Despite a massive increase in the use of these measures as…

Despite much attention having been paid to foreign language (FL) reading and related variables such as self-efficacy, relatively few studies have focused on young learners, and even fewer on storybooks, arguably the commonest genre read by children worldwide for language learning. As FL learning commences at a young age in many contexts globally,…

Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…