The COVID-19 pandemic disrupted education around the world, resulting in the implementation of different forms of remote instruction. The present study provided a description of one interesting and unique approach to providing such instruction by analyzing 144 language arts lessons designed and implemented by 61 distinguished and experienced…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

This study aimed to examine, from a cross-sectional perspective, the extent to which the simple view of reading (SVR) model can be adapted to the Arabic language. This was carried out by verifying, in both beginning and more skilled readers, whether the unique orthographical and morphological characteristics of Arabic contribute to reading…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

This study examines the development of the reading comprehension of young learners of Chinese as a second language (CSL) in Hong Kong, with reference to the Simple View of Reading model. The model postulates that reading comprehension is a product of decoding and linguistic comprehension. A sample of 121 ethnic minority senior primary students was…

Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear…

Comprehension is the ultimate goal of reading, but it is a very complex task consisting of multiple component skills. A number of studies have tested the simple view of reading (SVR; Gough & Tunmer, 1986) in opaque languages, but few investigations of the SVR components have been conducted on transparent languages. In the present study, we…

This study was undertaken to design, evaluate and refine an eBook-feature that supports students' decoding of unfamiliar text. The feature supports students' independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the…

We describe a multiple-route model of reading development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of reading acquisition.…

This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension…

The authors describe how alphabet books teach so much more than just the ABCs. They provide excellent resources, allowing teachers to link and integrate the reciprocal processes of reading and writing. Encapsulated within the writing workshop framework, the authors use multigenre and multicultural alphabet books as anchor texts for a literacy…

A masked priming procedure was used to explore developmental changes in the tuning of lexical word recognition processes. Lexical tuning was assessed by examining the degree of masked form priming and used two different types of prime-target lexical similarity: one letter different (e.g., rlay [right arrow] PLAY) and transposed letters (e.g., lpay…

Besides phonotactic principles, orthographies entail graphotactic rules for which the reader must convert a phonological representation on the basis of spelling adaptation rules. In the present study, the learnability of such rules will be investigated with reference to Dutch. Although Dutch orthography can be considered highly regular, there are…