Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson's r). Results of our…

Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates' reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy…

Six previous studies of the variables affecting anagram solution are re-examined for the evidence that number of syllables contributes to solution difficulty. It was shown that the number of syllables in a solution word was confounded with imagery for one study and with diagram frequency for another. More importantly it was shown that the number…

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…

The acknowledgement that educational achievement is highly dependent on successful reading development has led to extensive research on its underlying factors. A strong argument has been made for a causal relationship between reading and phoneme awareness; similarly, causal relations have been suggested for reading with short-term memory and rhyme…

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low…

The author replicated and extended a study by Flowerday, Schraw, & Stevens (2004) that examined the effects of choice, topic interest, and situational interest on reading engagement, attitude, and learning in college-age students. The study was replicated using fourth and fifth graders as subjects. The study was extended to examine the effects of…

The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…

Research on incidental second language (L2) vocabulary acquisition through reading has claimed that repeated encounters with unfamiliar words and the relative elaboration of processing these words facilitate word learning. However, so far both variables have been investigated in isolation. To help close this research gap, the current study…

More than one third of American children cannot read at a basic level by fourth grade (Lee, Grigg, & Donahue, 2007) and those numbers are even higher for African American, Hispanic and poor White students (Boorman et al., 2007). These are alarming statistics given that the ability to read is the most basic and fundamental skill for academic…

The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…