Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate…

Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate…

This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a…

In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple components of school arithmetic (numeration, computation, and word problems) by analyzing them sequentially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following measures: semantic skills,…

Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of…

The present study aimed at testing theoretical predictions of the fuzzy-trace theory about true and false recognition. The effects of semantic relatedness and study opportunity on true and false recognition of words from Deese, Roediger, McDermott lists (J. Deese, 1959; D. R. Read, 1996; H. L. Roediger & K. B. McDermott, 1995) were evaluated…

The purpose of the present study was to explore the contribution of phonological and general language skills to reading fluency of pointed and unpointed Hebrew scripts. Reading, language and memory tasks were performed by 48 fifth-grade monolingual native Hebrew speakers. Results showed that the most marked predictor for both pointed and unpointed…

An account was tested of the development of the interplay between automatic processes and cognitive resources in reading. According to compensatory-encoding theory, with advancing skill, readers increasingly keep automatic processes from faltering and provide timely, accurate data to working memory by pausing, looking back, rereading, and…