This study used a meta-analytic structural equation modeling approach to build extended versions of the simple view of reading (SVR) model in second and foreign language (SFL) learning contexts (i.e., SVR-SFL). Based on the correlation coefficients derived from primary studies, we replicated and integrated two previous extended meta-analytic SVR…

Purpose: Newcomer dyslexic children face a double disadvantage: They must catch up on the schooling delay caused by their late arrival in France, while the lack of early diagnostic tools for dyslexia delays their access to appropriate intervention. However, cognitive predictors of decoding skills in alphabetic scripts are well known. Clinicians…

Dyslexia is a lifelong neurodevelopmental disorder characterized by persistent difficulties in word reading, reading fluency, and spelling despite adequate intellectual abilities and educational opportunities. This case study examines the cognitive and academic profile of CP, a high-achieving 21-year-old university student with a well-documented…

More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (M[subscript]age =…

A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…

Data from a randomized control trial of a multi-component intensive reading intervention were analyzed to determine the proportion of students nonresponsive to intervention and to identify predictors of nonresponse. Participants included 216 first-grade students identified as at-risk for reading difficulties. Response to intervention was…

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS…

Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.…

Current conversations about children's literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children's language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

Children with weak decoding skills often struggle to learn multisyllabic words during reading instruction. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic…

Studies have shown that U.S. learners' proficiency in reading and listening comprehension lags behind their ability to decode words. Recent studies have found that even after 3 years of high school L2 courses, U.S. students fail to develop minimal proficiency in reading comprehension. This paper suggests that while cognitive factors (word decoding…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

The purpose of this study was to examine the relative effectiveness of two computer supported approaches to teaching beginning reading skills that differed in important aspects of their instructional approach and emphasis. One of the programs was "Auditory Discrimination in Depth," which provides very explicit instruction and practice in…