Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates' reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy…

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…

Research on incidental second language (L2) vocabulary acquisition through reading has claimed that repeated encounters with unfamiliar words and the relative elaboration of processing these words facilitate word learning. However, so far both variables have been investigated in isolation. To help close this research gap, the current study…

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

Presents results from a longitudinal study of Danish children of dyslexic and normally reading parents. Follows children from beginning of kindergarten to the beginning of grade 2. Finds children of dyslexics have an increased risk of dyslexia when dyslexia was defined as poor phonological recoding. Notes that all language measures in kindergarten…

Investigated the influence of reading time and words read per minute on the literal and interpretative comprehension of primary school students in Nigeria. (FL)

Investigates the relationship between cognitive abilities at age four and reading at age seven. Shows that reading ability was positively correlated with knowledge of grapheme-phoneme correspondence, visual memory, auditory sequential memory, and Draw-a-Man scores (intelligence). Suggests that cognitive deficits predate reading problems. (PA)

The developing relation between children's knowledge about the goals and processes of reading, their skills to apply metacognitive strategies, and reading comprehension was examined. Participants were children in third-, fifth-, and eighth-grades in two primary schools in Rijeka, Croatia. All students were Croatian-speaking. A questionnaire of…

Examines the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. (HOD)

Two studies examined the effectiveness of the PASS (Planning, Attention, Simultaneous, and Successive cognitive processes) theory of intelligence in predicting reading achievement scores of normally achieving children and distinguishing children with reading disabilities from normally achieving children. The first study dealt with predicting…

A 2-year longitudinal study investigated the causal contributions of phonological processing to early reading competency. Subjects, 161 kindergarten children, were tested with a battery of measures assessing letter knowledge, reading ability, and 5 phonological constructs: rapid naming ability, rhyming ability, phonological memory (successive…

This report provides an overview of a series of studies testing the thesis that basic reading skill is a powerful mediating mechanism in social psychological explanations of pupil performances in a range of subject-matter outcomes of schooling. Basing analyses on the data base of the International Association outcomes of schooling. Basing analyses…

Although there is extensive research into what constitutes second language learning motivation and how it works, most of the existing work is carried out in ESL environments, and is mainly concerned with motivation to communicate using the target language. However, in EFL environments such as Japan, students have quite limited contact with target…

A study examined the development of reading, written expression and listening comprehension over 3 years. The participants were 77 students in Brisbane, Australia, who were identified by school staff as having a learning difficulty at the end of grade one and who were matched with the same number of normally achieving children attending the same…