The simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children's fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not…

Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor…

This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy skills. A comparison of mediation models indicated the relationships between working memory and inhibition to reading outcomes were fully, rather than…

This study investigated whether listening comprehension played a mediator role between vocabulary and reading comprehension. 127 Mandarin-speaking children were longitudinally assessed at 6;4, 6;10, 7;4, and 7;10. Data were collected in four batteries of tests implemented at the beginning of first grade (T[subscript 1]); at mid-first grade…

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant…

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students' literacy skills, which comprised morphological awareness, orthography processing, visual perception…

Purpose: The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method: Data were obtained from 120…

This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N = 94). The results showed that WM skills significantly increase during the time span from…

Using classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6--8 years). Although L2 readers scored lower on oral language skills and…

This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children's early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were…

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant…

Purpose: Reading requires the ability to decode and comprehend. Impairments in working memory (WM) are often implicated in students who are poor decoders. It is unclear whether this is a domain-specific issue or a task-specific issue. Therefore, this study examined how auditory-verbal (AV) WM, visual-spatial (VS) WM, and cognitive load affected…

This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed.…

The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological…

Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…