Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of…