A short form of the 60-item computer-based orthographic processing assessment (long-form COPA or COPA-LF) was developed. The COPA-LF consists of five skills, including rapid perception, access, differentiation, correction, and arrangement. Thirty items from the COPA-LF were selected for the short-form COPA (COPA-SF) based on cognitive diagnostic…

Robust relation has been revealed previously between the components of executive function (EF) and reading comprehension performance. However, the specific role of EF in the reading processes remains relatively underexplored. Within the framework of the lexical quality hypothesis (LQH), this study examined the contribution of EF to the lexical…

Holistic processing has been identified as an expertise marker of face and object recognition. By contrast, reduced holistic processing is purportedly an expertise marker in recognising orthographic characters in Chinese. Does holistic processing increase or decrease in expertise development? Is orthographic recognition a domain-specific exception…

This study investigated the strength of lexical and non-lexical processing among Arabic (L1) English (L3)-speaking children (fourth and fifth grades, N = 532) in two writing systems that vary in terms of transparency. Children were assessed using word reading, phonological and vocabulary measures. In Arabic, the study focused on standard form.…

Background: When reading a word, skilled adult readers automatically decompose the word into its separate morphemes by processing the word's morpho-orthography. In children, however, it still remains unclear when and how they start to automatically decompose words into morphemes. Methods: To better understand how primary school children learn and…

Recent studies have accumulated to suggest that children, akin to adults, exhibit a processing advantage for formulaic language (e.g. "save energy") over novel language (e.g. "sell energy"), as well as sensitivity to phrase frequencies. The majority of these studies are based on formulaic sequences in their canonical form. In…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…

This research examines the connection between orthographical depth of a language and phonological and morphological processing in Arabic-speaking children with learning disabilities. Participants included 40 pupils in third and fourth grade with learning disabilities in reading and reading comprehension studying in a mixed class in regular Arab…

The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in…

While recent studies find that contextual diversity (CD) is a better determinant of visual word recognition than token frequency, there is a dearth of work comparing contextual diversity and token frequency in developing readers. In two sets of character and lexical decision experiments we examined token frequency and contextual diversity effects…

This study investigated the association of timed visual processing tasks varying in levels of phonological processing with word reading. We tested 293 Chinese children on Cross Out, Visual Matching, rapid automatized naming (RAN), and Chinese character recognition across three to five years. Children's character recognition at ages 6 and 7…

The present experiments focused on how orthographic processing develops during reading acquisition. Specifically, a large, cross-sectional sample of children from grade 2 to grade 4 was exposed to pairs of words, pseudowords, digit strings, and pseudo-letter (Armenian) strings while their sensitivity to transpositions (T) and substitutions (S) of…

This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less-frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in…

Translanguaging (TL) theory underscores individuals' agentive deployment of all semiotic resources to construct meaning, highlighting language as part of an integrated repertoire for communication. To explore the potential of pedagogical TL in Chinese vocabulary instruction, this paper focused on one Chinese Language Arts lesson from a larger…

This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE-STONE-EARS), an exact match…