Robust relation has been revealed previously between the components of executive function (EF) and reading comprehension performance. However, the specific role of EF in the reading processes remains relatively underexplored. Within the framework of the lexical quality hypothesis (LQH), this study examined the contribution of EF to the lexical…

The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students' oral…

The authors assessed 4,865 middle and high school students for the ability to recognize and understand written and spoken morphologically simple words, morphologically complex words, and the syntactic structure of sentences and for the ability to answer questions about facts presented in a written passage and to make inferences based on those…

In two studies, we investigated how skilled readers use contextual and morphemic information in the process of incidental vocabulary acquisition during reading. In Experiment 1, we monitored skilled readers' eye movements while they silently read sentence pairs containing novel and known English compound words that were either semantically…

An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

The results of two experiments serve to extend the processing-time explanation of content effects and to indicate that context effects are greater when reliance upon phonological input is increased as compared to predominant reliance on the direct visual access route to the lexicon. (FL)

Proposes a model of word identification and tests it by examining the influence of orthographic redundancy, versatility, and letter-sound correspondences on the identification of both high- and low-frequency words by children and adults. (FL)

Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Describes a study whose purpose was to identify the relative contribution of the nature of instruction and the frequency of encounters in bringing about word knowledge proficiency in fourth-grade children. Results suggest that instruction based on definitional associations is sufficient to affect word knowledge. (HOD)

Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)