A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

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)

Finds that children's ability to identify and label the letters of the alphabet and to write their own name at school entry were the most powerful predictors of successful reading by the end of the year. Finds a weaker, but still positive, relationship between understanding the conventions of print and reading achievement. (RS)

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)

Rates 200 Reading Recovery books on five variables thought to represent "semantic,""syntactic," and "phonic" features of text. Finds the variables accounted for 83% of book level variance. Supports the validity of the Reading Recovery book levels. Suggests that the formula can be used by teachers to grade children's…