There are multiple levels of processing relevant to reading that vary in their visual, sublexical, and lexical orthographic processing demands. Segregating distinct cortical sources for each of these levels has been challenging in EEG studies of early readers. To address this challenge, we applied recent advances in analyzing high-density EEG…

This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…

Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading…

Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…

Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…

This mixed methods study sought to identify the incorporation of support for implementing evidence-based instructional practices within an MTSS framework among teachers and the impact on student growth outcomes in three K-2 schools. The study also determined teacher perceptions regarding how support in adult behavior change, which is the…

We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading…

In early Finnish reading instruction, hyphens are used to denote syllable boundaries. However, this practice slows down reading already during the 1st grade. It has been hypothesized that hyphenation forces readers to rely more on phonology than orthography. Since hyphenation highlights the phonology of the word, it may facilitate reading during…

The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain-specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, "graphophonological-semantic cognitive flexibility" (GSF), the ability to flexibly switch…

Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…

Background: The aim of this longitudinal study was to examine the relationship between character reading and spelling and to explore the role of reading-related skills in Chinese literacy. Methods: A test battery that included measures of morphological awareness (homophone awareness and compound word awareness), orthographic awareness, rapid…

This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st- and 3rd-grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age…

Syllabification by hyphens (e.g., hy-phen-a-tion) is a standard procedure in early Finnish reading instruction. However, recent findings indicate that hyphenation slows down children's reading already during the first grade (Häikiö, Hyönä, & Bertram, 2015, 2016). In the present study, it was examined whether this slowdown is indicative of…

Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who…