Background: There is increasing recognition of the contribution of morphological skills to the development of reading fluency. However, theoretical models and recent research raise questions about how different language skills influence reading development. Methods: The present study was designed to follow the reading development of a large sample…

In this chapter, we examine adult- and child-focused models of reading with respect to cognitive processing deficits associated with low literacy. We examine influential integrative models of reading and reading comprehension. We then review the empirical literature on components of reading ability, subdivided into three categories: language…

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…

The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of…

Japan has been considered dyslexia-free because of the nature of the orthography, which consists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed,…

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of…

The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how…

Word finding difficulties (WFDs) occur in more than a quarter of children who are receiving speech and language therapy. This study provides the first investigation of the continuity in WFDs and investigates whether WFDs are associated with phonological or semantically related abilities. Thirty-eight children with WFDs were seen at age 7;0 and at…

The purpose of this study is to add to the knowledge of reading development by investigating reading processes from a neurocognitive and educational perspective. This study seeks to provide some insight about reading development for the neuroscience field. The goals of this study are to attain a clearer picture of reading development by using both…

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and…

In order to be a good reader, your child must be able to do two things at the same time: (1) decode the words on the page and (2) understand what the words mean. Early reading instruction focuses on teaching a child how to read single words. But being good at reading single words is not the only skill your child needs. Once your child has become…

A growing research base on adolescent literacy supports an emphasis on direct instruction in the reading and writing skills needed to perform these more complex literacy tasks. However, many middle and high school teachers have little or no preparation for teaching these skills within their content-area disciplines and have few resources upon…