The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with…

There are multiple levels of processing relevant to reading that vary in their visual, sublexical, and lexical orthographic processing demands. Segregating distinct cortical sources for each of these levels has been challenging in EEG studies of early readers. To address this challenge, we applied recent advances in analyzing high-density EEG…

Purpose: This study investigated how correlations between rapid automatized naming (RAN) and reading depend on characteristics of the stimuli. RAN tasks using stimuli with high phonological demands were predicted to be the strongest correlates of decoding efficiency, while high semantic demands were predicted to lead to stronger correlations with…

Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models…

Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading…

Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…

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…

In early Finnish reading instruction, hyphens are used to denote syllable boundaries. However, this practice slows down reading already during the 1st grade. It has been hypothesized that hyphenation forces readers to rely more on phonology than orthography. Since hyphenation highlights the phonology of the word, it may facilitate reading during…

Skilled reading involves rapid and automatic word recognition. Through a self-teaching process, phonological decoding during reading is thought to establish the word-specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during…

The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…

The Computer-based Orthographic Processing Assessment (COPA) is a newly developed assessment to measure orthographic processing skills, including rapid perception, access, differentiation, correction, and arrangement. In this study, cognitive diagnostic models were used to test if the dimensionality of the COPA conforms to theoretical expectation,…

Book retelling has been frequently used as an indicator of children's reading proficiency. However, how children's performance varies across retelling narrative and expository texts and whether that has different implications for reading proficiency remains understudied. The present study examined 85 high-poverty second- and third-graders'…

Text complexity in elementary classrooms is typically measured by traditional readability tools, which rely on surface-level measures of word and sentence complexity. Theoretical and empirical work on text complexity, however, indicates that additional measures of semantics, syntax, and discourse structure may be equally important for…

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain-specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, "graphophonological-semantic cognitive flexibility" (GSF), the ability to flexibly switch…