The relation between reading and mathematics achievement is an active area of research, and evidence in the extant literature suggests they are closely related. However, there is a lack of understanding about how their relation develops over time. Indeed, traditional longitudinal analyses have focused on investigating each domain independently,…

In the context of the critical need to support children's early language development, teacher knowledge may enhance children's opportunities to build linguistic skills. In this study we explored how early childhood teachers' (n = 86) pedagogical content knowledge for language and vocabulary, and their book-reading implementation across the school…

Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and…

The aim of the present study is to examine the influence of diglossia on linguistic and narrative structures in Arab kindergarten children by testing performance in production and comprehension. The 30 children who participated in our study were asked to retell one narrative text that was read aloud to them in Literary Arabic and another narrative…

Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group's literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual…

The aim of this exploratory study was to examine the role of the "First Language First" model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4-5 years in Israel. According to this model, the children's first language of…

To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused…

In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal…

The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading…

Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…

Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing…

This article explores the styles of word reading and word spelling used by beginning readers in the French language. The aim of the study was to find out whether "sub-lexical" and "lexical" styles of reliance, which has been observed in children learning to read and spell in English, exists in French, a language with a more transparent…