This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and…

This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the…

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…

In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index =…

Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…

The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…