This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on…

Emerging evidence suggests that children's sensitivity to suprasegmental phonology such as stress and timing (i.e., prosodic sensitivity) contributes to reading. The primary goal of this study was to investigate pathways of the relation of prosodic sensitivity to reading (word reading and reading comprehension) using data from 370 first-grade…

Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…

Relations between reading and writing have been studied extensively, but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence, and text levels. Latent change score models were used to…

This study investigated the relationship between emotional responses and reading performance in middle-school students. Although a large number of prior studies have investigated the relationship between emotion and reading, those studies have concentrated primarily on relatively static and distal measures of emotion. In this research, we measured…

Connectives are cohesive devices that signal the relations between clauses and are critical to the construction of a coherent representation of a text's meaning. The authors investigated young readers' knowledge, processing, and comprehension of temporal, causal, and adversative connectives using offline and online tasks. In a cloze task,…

The present study reports the development of a theoretically motivated measure that provides estimates of a preschooler's ability to recall auditory text, to make text-based inferences, to access knowledge from long-term memory, and to integrate this accessed knowledge with new information from auditory text. This new preschooler component…

The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c)…

Introductory physics students were taught the skill of acquiring the abilities to apply quantitative relations in problem solving, from a text description of those relations. This enhanced the students' capacities for acquiring this ability from a subsequently presented text description of new relations. (BW)

Difficulties with picture naming tasks are associated with literacy problems. When given naming tasks, children with dyslexia are slower to produce words and have a higher proportion of errors (M. Wolf & P. G. Bowers, 1999). However, little is known about the relation between literacy and naming in other populations. This study investigated this…

This study is an investigation of the contribution of morphological awareness in Chinese-English biliteracy acquisition. Comparable tasks in Chinese and English were administered to test children's skills in morphological awareness, phonological awareness, oral vocabulary, word reading, and reading comprehension. The results showed that after the…