Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores…

This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous…

Specific reading comprehension deficit (SRCD) affects up to 10 % of all children. SRCD is distinct from dyslexia (DYS) in that individuals with SRCD show poor comprehension despite adequate decoding skills. Despite its prevalence and considerable behavioral research, there is not yet a unified cognitive profile of SRCD. While its neuroanatomical…

Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language…

Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD…

This study examined three processes crucial to reading comprehension ("semantic access", "integration", and "inhibition") to identify causes of comprehension impairment. Poor comprehenders were compared to chronological-age controls and vocabulary-age (VA) controls. When listening to homonym primes ("bank")…

This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading…

This longitudinal investigation on Dutch children with Specific Language Impairment (SLI) aimed at determining the predictive value of statistically uncorrelated language proficiencies on later reading and spelling skills in Dutch. Language abilities, tested with an extensive test battery at the onset of formal reading instruction, were…

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral…

The influence of context on recognition of words (decoding) and identification of word meanings was examined by presenting 160 test words in list and narrative forms to 16 reading disabled adolescents, 16 normal adolescent readers, and 16 younger normal readers. Relationships between decoding problems and language difficulties were explored.…

The oral reading miscue patterns of 26 normal students in grades one, two, and three were compared with those of 26 educable mentally retarded students from primary, intermediate, and junior high school classes. Intelligence quotients ranged from 94 to 137 for the normal students and from 50 to 80 for the retarded students. During the testing…

A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)