Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…

Many out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction. Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic…

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…

Purpose: This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness,…

Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

This study compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upper-elementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable,…