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…

Dolls have accompanied children with a variety of activities, including the practice of reading. However, the current literature has neglected to provide empirical support that reading to dolls has influenced reading fluency or the child's belief in their reading ability, known as reader self-efficacy. This study sought to answer the questions of…

Middle school students are faced with many challenges. Puberty, social issues, and changes in the way that they learn can cause middle school to be a difficult time. An alarming number of students enter middle school with a reading deficiency--significantly below their grade level expectation. Students who are exceptional learners or are reluctant…

This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability…

Purpose: The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell. Design/methodology/approach: This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review…

This research discusses the close relationship between visual literacy, the ability to read, understand, and create visual texts -- and elementary school books, particularly children's picture books. It aims to explore the visual literacy parameters in English elementary textbooks published by the Indonesian Ministry of Education and Culture. In…

Metacognition refers to the capacity to reflect upon our own cognitive processes. Its contribution to reading development, when children start building their orthographic lexicon, still remains unknown. Here, we evaluate the metacognitive efficiency of children aged between 6 and 7 years old (N = 60) in 5 experimental tasks; four linguistic tasks…

Some research on literacy acquisition suggests that implicit learning processes may be related to reading and writing proficiency in English, which is a deep orthography. However, little research has been done to determine if the same is true in shallow orthographies. Here, we investigated whether the implicit learning ability of third grade…

Common to all models of reading comprehension is the assumption that a reader's level of comprehension is heavily influenced by their standards of coherence (van den Broek, Risden, & Husbye-Hartman, 1995). Our discussion focuses on a subcomponent of the readers' standards of coherence: the coherence threshold. We situate this discussion within…

Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners' learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills…

People often use different types of available information as cues to make inferences about memory (Koriat, 1997). When these cues are unreliable predictors of memory (like font size), metacognitive illusions can ensue (Mueller, Dunlosky, Tauber, & Rhodes, 2014). Extending upon Rhodes and Castel's (2008) findings that perceptual fluency cues…

The present study primarily aimed at investigating the effect of Task-Based Language Teaching (TBLT) on development of the Iranian EFL learners' ESP Reading Comprehension Skills. Moreover, it was aimed at investigating the probable difference between the TBLT-instructed students of Law and Mechanical Engineering with respect to their ESP reading…

Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…

In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced…

Trauma can impact learning, behavior, and social, emotional, and psychological functioning. Traumatized children are more likely to have poorer school performance, decreased I.Q. and reading ability, lower grade point average, and more days of school absence (Stein & Kendall, 2004). Trauma also can alter the way children and adults view themselves…