The study of Hebrew, a non-European language written in a non-alphabetic (abjadic) script offers valuable insights into the science of reading beyond the well-studied alphabetic scripts. Because reading development in Hebrew is shaped by the uniquely Semitic root-and-pattern morphology and the abjadic (predominantly consonantal) orthography, our…

Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ("UFLI Foundations") in…

If the White Christian nationalist movement has significantly galvanized parent, community, and larger-scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to…

Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta-analysis is to examine the extent to which…

It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and…

Reading and reading comprehension are crucial skills, yet many primary school students struggle. To address this, fostering both the skill and will for reading is a central aim in literacy education. Reading motivation is considered a multidimensional construct, including autonomous reading motivation (ARM), driven by personal value and pleasure;…

In this article, the author argues that living literacies--relational, embodied forms of literacy engagement--are an integral component of literacy engagement and hold the potential to disrupt and reconfigure the power structures embedded within schooled literacy. Drawing on affect theory and rhizomatic theory, the author analyzes youths' literacy…

In the 21st century, the term "critical" has attached itself to numerous aspects of literacy research. However, what critical means remains commonly anchored to Freire and a primary critical reading practice--suspicious critique. Expanding critical literacy research (CLR), this article advances "reading orientations" as a…

Examining the impact of reading instruction on writing can help to refine the theoretical models to better explain how skills in reading support skills in writing and inform the development of literacy curricula that leverage the synergies between reading and writing instruction. Therefore, the purposes of this study are to investigate if the…

Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using…

Individual differences in working memory (WM) influence reading skills. We aim to identify how different domains of WM explain reading performance, and how this association changes with age and reading expertise. Hungarian children from first to sixth grade took part in our study. The decoding skills of all children were assessed with 1-min word…

Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used…

Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the…

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…

As meaning-making increasingly happens in digital spaces, it is essential for researchers to examine how students learn to critically read and navigate within and across constantly changing online platforms. This qualitative study examines university students' experiences reading and navigating online. To do so, the author examines self-created…