Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for…

Event-related potentials (ERPs) have become widespread in second language acquisition (SLA) research and a growing body of literature has been produced in recent years. We surveyed 61 SLA papers that use ERPs to study L2 sentence processing in healthy late learners. Our main aim was to provide a critical summary of findings from the decade…

Purpose: Systematic reviews of bilingual children's reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (DLD). The present scoping review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual…

Despite widespread discussion in the United States, up until now there has not been a review of the demographic and contextual factors associated with Canadian academic achievement. Using Arksey and O'Malley's (2005) framework, a scoping review was conducted to answer two questions: What demographic and contextual factors are most commonly used in…

Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second,…

This study investigated whether there were significant differences in the acquisition of oral language and reading skills among limited-English-speaking, Hispanic elementary school students receiving instruction through three different bilingual reading approaches, and what other variables might be important. The three reading approaches were: (1)…