Significant attention and legislation have been directed to assessment intervention for students with word-level reading disability (WLRD; i.e., dyslexia). Scholars have called for similar attention to prevention-oriented approaches in which intervention is provided to students at risk for WLRD from the earliest grades. Progress monitoring is a…

Background: Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods: A total of 204 second-year kindergarten children from Mainland China were…

Drawing on Geary's (1995) evolution-based model of cognitive and academic development, this study investigated the relation between biologically primary skills (vocabulary, executive functions, and visual-spatial processing) and subsequent word reading and calculation. It also examined the extent to which these relations were mediated by…

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…

Although several studies have examined the role of home literacy environment (HLE) in learning to read in Western societies, little is known about the role of HLE in Chinese reading. In addition, the few studies in Chinese have not tested the possible effects of HLE on reading comprehension. Thus, the purpose of this study was to examine the…

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point…

Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…

Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…

Error analyses using a multidimensional measure were conducted on the misspellings of Kindergarten children speaking English as a first (EL1) and English as a second language (ESL) in order to detect any differences in early spelling ability between language groups. Oral vocabulary, syntactic knowledge, phonological processing, letter/word…

The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten…

Sixty-three bilingual Latino children who were at risk for language impairment were administered reading-related measures in English and Spanish (letter identification, phonological awareness, rapid automatized naming, and sentence repetition) and descriptive measures including English language proficiency (ELP), language ability (LA),…

This study examined the relationships between concept of word development and other early literacy measures (rhyme awareness, beginning sound awareness, alphabet knowledge, letter sound knowledge, spelling, and word recognition in isolation) using data from the PALS-K. Supporting previous research by using a much larger data set than had been used…

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…

A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different…

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…