Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41…

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…

The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish-Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN),…

In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first…

The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, and the predictive patterns from kindergarten to first grade were examined in 41 Chinese-Dutch bilingual children living in the Netherlands in both their first language (Chinese) and second…

Early identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20…

The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on…

In the present study, a 5-week tablet-based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics-based reading curriculum. The aims of the study were to examine whether the game would advance children's word reading efficiency, and to determine the extent to which pre-reading capacities and in-game…

It is now widely accepted that phonological language skills are a critical foundation for learning to read (decode). This longitudinal study investigated the predictive relationship between a range of key phonological language skills and early reading development in a sample of 191 children in their first year at school. The study also explored…

We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…

This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number…

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five…

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social…

The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…

This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups' performance on…