Cross-sectional studies have already addressed the question of the syllable's role in the first steps of reading acquisition--though with mixed results. To determine whether and when (1) syllables become units that drive the segmentation of and access to words and how (2) sublexical orthographic and phonological syllable frequency mediate the…

Preschool teachers' literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers' literacy skills. In this light, we explored how preschool teachers' beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children's writing products and their…

Vocabulary knowledge greatly affects writing performance (Staehr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of…

To investigate whether audiovisual associative learning uniquely contributed to Chinese character reading (accuracy and fluency), the current study examined it along with phonological processing skills, including phonological memory, phonological awareness, and rapid automatized naming (hereafter, RAN). Hierarchical regression analyses found that…

The present study aimed to investigate whether and how Chinese single character reading and 2-character word reading can reflect somewhat different processes. Tasks of Chinese rapid automatized naming (RAN), morphological awareness, phonological awareness, orthographic knowledge, along with vocabulary knowledge and nonverbal intelligence tasks,…

Purpose: The lexical quality (LQ) hypothesis predicts that a skilled reader's lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge…

The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic…

Research on the phonetic consistency effect in Chinese began in the 1980s. For nearly forty years, the consistency effect, as well as its implications for Chinese character recognition, has been frequently examined. This article presents the debate over the consistency effect in Chinese character recognition. While some research supported the…

Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the…

Reading can be regarded as a combination of lexical decoding and linguistic comprehension (Hoover and Gough in Read Writ Interdiscip J 2:127-160, 1990). In Chinese sentence reading, skilled readers' difficulties in phonological processing significantly enhance the 'wrap-up' effect (Li and Lin in J Deaf Stud Deaf Educ 25(4):505-516, 2020). To…

While the theoretical models of morphological processing in Roman alphabets indicate prelexical activation, a model established in Korean suggests postlexical activation. To extend the model of Korean morphological processing, this study examined within-scriptal (Hangul-Hangul prime-target pairs) and cross-scriptal (Hanja-Hangul prime-target…

Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and…

Background: Learning to read is a complex process that involves phonological and orthographic processing abilities, broader language skills and cognitive processes across all writing systems. Although these components remain common, the pace of acquisition of phonological and orthographic processing and reading abilities differ across writing…

This paper examines the understudied phenomenon of consonant gemination in the pronunciation of English among Levantine Arabic learners of English (LA learners). The very few studies that touched on gemination among LA learners attributed gemination to spelling in the target language (English). This study challenges this analysis and demonstrates…

Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics…