It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and…

This study aims to evaluate word callers attending the fourth grade of primary school in terms of rapid naming, verbal working memory, and attention skills, and to examine the effect of the reciprocal teaching approach on the development of word callers' reading comprehension skills. The study group consisted of 25 word callers and 21 independent…

Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41…

The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is…

Background: Research has established the link between morphological awareness and reading comprehension. However, the theoretical mechanisms underlying the association remain unclear. This study examined the direct and indirect effects of morphological awareness on reading comprehension in L1 Chinese and L2 English, with a sample of Chinese…

This paper presents the results of a retrospective study that investigates the cognitive effects of learning a foreign language in late adulthood. The learner group, consisting of 21 L1 Chinese speakers who have been learning to read Arabic for 2 years and 4 months, were compared to the matched group on their performance on a series of cognitive…

Strategy instruction during reading can aid metacomprehension producing higher judgement of learning (JOL) and prediction of performance (POP). In contrast, verbal working memory (WM) limitations cause metacognitive deficits and lengthy expository texts impose greater cognitive load. However, impact of cognitive factors and reading lengthy…

This study examines factors that influence readers' cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…

The purpose of this research is to investigate the relationship between participating in an online software application focused on phonological processing and working memory and outcomes on foundational reading assessment measures. The online software application utilized was the Sound Reading Program. Students began the intervention working in…

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more…

Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to…

The science of reading emphasizes explicit skills-based reading instruction to support students' reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence-based reading instruction and to inform the development of novel…