The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…

Presents six experiments that investigate the hypothesis that text comprehension problems in young children arise from phonological processing difficulties for children in the presence of age-appropriate word reading skills. Supports previous work which indicates that poor comprehenders' problems arise from higher-level processing difficulties.…

Investigates the relationship of rapid serial naming (RSN) and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation). Explores a preliminary/exploratory model of word reading. Indicates that no variable in the model could fully…

Examines the etiology of high reading ability in twin pairs. Suggests that reading ability and its cognitive correlates are on a continuous distribution, with both extremes of the distribution being similarly heritable. Supports the hypothesis that the same cognitive processes that are associated with dyslexia are important for the development of…

Investigates word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal level readers of the same chronological age, and in younger normal readers at the same reading level. Indicates significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies…

Explores the relation between preschool phoneme awareness and initial reading development. Confirms a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Argues that phonemic awareness is an indispensable catalyst in the development of initial word processing ability. (SG)

Considers whether the development of reading skills in different orthographies varies primarily as a function of common underlying cognitive processes, or as a function of orthographic transparency. Concludes that when the script is less complex young children appear to develop their word recognition skills with relative ease, even in the absence…