The automatization of handwriting and typing is sustained by both sensorimotor and linguistic abilities that support the integration of central-linguistic processes with modality-specific peripheral-motor programs. How this integration evolves when handwriting and, especially, typing is not fully automatized has not been well-understood yet. In…

Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification becomes a key lexical skill to support decoding. In transparent orthographies, however, letter knowledge might be an…

Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…

Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…

Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading…

Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading…

Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with…

Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to…

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…

This study investigates the provision of two types of auditory elaborative automated digital feedback (metalinguistic and informational) in the context of a digital game for reading skills development in English as a foreign language. Nineteen 11-year-old Spanish-Catalan school children played through two digital minigames while their…

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and…

The current study aims to explore the cognitive validity of the iBT TOEFL reading test by investigating test takers' eye movements on individual items. It is assumed that successful test takers would adopt the intended reading processes, the same types and levels of cognitive processes that they would use for real-world reading tasks. Forty-seven…

A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognized as having problems in attention, learning, and memory by a health or education practitioner. Assessments included phonological processing; information processing speed; short-term…

The first stage in the learning process is the perception of the learning input by the student. This perception, which develops due to many factors in the learning process, has also great importance in skill acquisition. Therefore, the perception of basic language skills by the students, determining how the students make sense of the skills may…

Reading efficiently in a second language (L2) is a crucial skill, but it is not universally achieved. Here we ask whether L2 reading efficiency is better captured as a language specific skill or whether it is mostly shared across L1 and L2, relying on general language abilities. To this end, we examined word frequency and predictability effects in…