Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled…

This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and…

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of…

We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit…