Children's ability to correctly name letters is a key predictor of later reading abilities and skills, but research on letter naming from Scandinavian orthographies is scarce. The aim of this study is to explore how child- and letter-related factors (i.e., gender, child name, phonemic awareness, letter position in the alphabet and frequency, and…

This study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the "abjad" writing system of Arabic. A sample of 112…

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background…

There is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these bilingual children, particularly L1 majority bilinguals, is limited. With a sample size of 690 4th-grade students, this study investigated predictors influencing L1 Chinese reading in Chinese-English…

It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of…

The opaque English orthography complicates learning to read, as irregular words, such as the word "pint," cannot be Addread accurately by decoding. Studies with first language (L1) English children show that vocabulary facilitates word reading, especially in the case of irregular words. It is unclear whether this influence of vocabulary…

Purpose: This study sought to 1) identify linguistic features important for Chinese text complexity with a theory-based and systematic approach, and 2) address how feature sets and algorithms affect the performance of Chinese text complexity models. Method: Texts from Chinese language arts textbooks from Grades 1 to 6 (N = 1,478) in Mainland China…

This study analyzes the impact of certain cognitive processes on word and pseudoword reading in languages with different orthographic consistency (Spanish and Arabic) in the first year of Primary Education. The study was conducted with a group of 113 pupils from Algeria and another group of 128 pupils from Ecuador, from a middle-class background…

Background: Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective: The study investigates (i) whether early literacy skills are influenced by…

The Chinese Radical Assembly Game (CRAG) is an online platform that assesses the lexical competence. In which, individuals select different Chinese radicals to combine them and form a legitimate character. This concept is similar to that of creative synthesis. Therefore, this study aimed to examine whether the CRAG response process involves…

We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (M age = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and…

There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students' academic trajectories.…

Purpose: The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method: Vocabulary, phonological and morphological…

There is increasing evidence for an association between both serial order short-term memory (STM) and the long-term learning (LTL) of serial order information and reading abilities. In this developmental study, we examined the hypothesis that STM for serial order supports online grapheme-to-phoneme conversion processes during the initial stages of…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…