Background: In addition to phonological processing and vocabulary, morphological awareness has been clearly identified as contributing to learning to read. While the impact of socio-economic status (SES) has been identified for both phonological processing and vocabulary, less is known about the SES influence on morphological awareness and its…

In recent years, stronger literacy development has emerged as a critically important issue in Arabic speaking nations. Results of international assessments indicate that most of the participating Arab countries are near the bottom of achievement levels. Additionally, recent studies indicate the prevalence rate of reading disability ranges from…

The purpose of this study was to examine the relations among phonological skills, reading fluency, and reading comprehension across reading modality (oral and silent) for a sample of students (N = 121) in grades 2-5 who have been diagnosed with dyslexia. Participants were administered text-level oral and silent reading fluency and comprehension…

The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…

The universal role of phonological processing skills for reading acquisition has been established in many different languages including Arabic. However, in Arabic little knowledge exists about the development of wide-range of phonological tasks and about the correlations between them. We longitudinally studied the developmental trends and…

This eye-tracking study explored how phonological encoding and speech production planning for successive words are coordinated in adult readers with dyslexia (N = 22) and control readers (N = 25) during "rapid automatized naming" (RAN). Using an object-RAN task, we orthogonally manipulated the word-form frequency and phonological…

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such…

The present study reports on the development and standardization of a test of phonological processing in Arabic, a language that has been less researched in terms of reading processes potentially due to the limited number of standardized tools. The test includes measures of phonological awareness, phonological memory and rapid naming, and a…

Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

We investigated how struggling adult readers make use of sentence context to facilitate word processing when comprehending spoken language, conditions under which print decoding is not a barrier to comprehension. Stimuli were strongly and weakly constraining sentences (as measured by cloze probability), which ended with the most expected word…

Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined…

This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening,…

This study explored the role and extent of the involvement of morphological awareness (MA) in contrast to rapid automatized naming (RAN) in word reading and comprehension of Arabic as a morphologically based orthography. We gave measures of word reading, reading comprehension, MA, and RAN in addition to a nonverbal mental ability test to 3 groups…

Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text…

This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were…