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…

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children -- 25 and 24 kindergarteners from Taiwan and…

This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (M[subscript age]: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

The authors employ hip-hop music as a literacy heuristic aimed at supporting the literacy development of kindergarten and first-grade students. How do young students learn to write hip-hop lyrics? How do young students engage in hip-hop reading and writing processes? The classroom examples show that students engaged in individual and interactive…

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson's r). Results of our…

This study investigated parents' reading-related knowledge and its association with children's reading outcomes. Forty-two parent-child dyads were assessed when children were in Kindergarten and 39 of the children were followed the subsequent year. Reading measures were administered in Kindergarten. In Grade 1, children received reading and…

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…

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

The aim of this research was to establish the relationship between phonological awareness and lexical processes in reading. This study was correlational, longitudinal and its design was not experimental. Thirty six students from a public school in the city of Lima were assessed in two stages: kinder and 2nd grade. The Phonological Awareness…

During the past 2 decades, many respective reading processes have been delineated, and much is now known about reading acquisition in children. Most of this research has been completed using English-dominant subjects. As such, the literature focuses on an opaque orthography and aspects of learning to read in this context. In this study, predictors…

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4-6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across…