Background: This study explored the impact of different cut-off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether…

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…

Previous U.K. population-based studies have found associations amongst early speech and language difficulties, socioeconomic disadvantage and children's word-reading ability later on. We examine the strength of these associations in a recent U.K. population-based birth cohort. Analyses were based on 13,680 participants. Linear regression models…

Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and…

The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1-3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers.…

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…

Finds that lexical level in a second language (L2) is a better predictor of reading in L2 that the learners' general ability, predicting certain failure (when the learner's lexical level is lower than 3,000 word families), or certain success (when the level is over 5,000). (SR)

Investigates the relationship between cognitive abilities at age four and reading at age seven. Shows that reading ability was positively correlated with knowledge of grapheme-phoneme correspondence, visual memory, auditory sequential memory, and Draw-a-Man scores (intelligence). Suggests that cognitive deficits predate reading problems. (PA)