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…

This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English-speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under-researched.…

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…

This longitudinal study investigates the shifting roles of phonological awareness (PA) and morpho-lexical knowledge in Hebrew word reading fluency from kindergarten to Grade 4. The research addresses the developmental question regarding the relative importance of morphology versus phonology among beginning and more advanced readers. 440…

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…

Reading fluency (RF) involves the automaticity of many distinct reading skills (e.g., pacing, word recognition, phonological awareness) and allows cognitive resources to be allocated to higher-order reading skills (e.g., comprehension, synthesis). Early identification of students at-risk for RF deficits is critical, but many screeners require a…

Set for variability (SfV) is an oral language task that requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e. /waesp/), and the individual must recognize the actual pronunciation of the…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…

Research Findings: It has been proposed that the home literacy environment may influence the development of early number skills. However, the results of studies examining the association between home literacy experiences and early number skills are mixed. This could be due to the way that the home literacy experiences are conceptualized and…

The present study aimed to explore the nature of developmental dyslexia in a language considered to have a transparent orthography, namely, Dutch. We assessed the accuracy and efficiency of decoding words and pseudowords with four lengths as well as three types of phonological ability in 2,760 typical children and 397 peers with dyslexia across…

This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of…

This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are…

In Kannada, visual features are arranged in blocks called "akshara," making this a visually more complex writing system than typical alphabetic orthographies. Akshara knowledge was assessed concurrently and 8 months later in 113 children in the first years of reading instruction (aged 4-7 years). Mixed effects logistic regression models…

This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…