Some children come to school with a smaller vocabulary than their peers. If children do not have knowledge of the meaning of the words they read in texts, they will fail to comprehend those texts and struggle to keep up with their peers. This is critical because the link between vocabulary and comprehension is very clear (Sticht et al., 1974, as…

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development…

Previous studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children's literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading. In the present study, we asked parents of French children…

Reading performance in third grade has significantly declined across the United States in recent years, suggesting a critical problem that was addressed in this study. The purpose of this basic qualitative study was to explore the perspectives of K-3 teachers working in a rural elementary school district regarding a decline since 2018 in the…

The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in…

Reading comprehension assessments often vary from one measure to another related to the response format required, passage length and other variables. Yet, these measures purport to assess the same skill of reading comprehension, and they are often used interchangeably. Over the last decade some reading researchers have raised concerns that the…

Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor…

Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…

Recent research on English as a foreign language (EFL) vocabulary instruction has surged due to its inherent importance and the challenge it poses, given the vast number of words in languages. Many studies explored how reading enhances EFL students' vocabulary. However, empirical studies on how narrow reading aids beginners' vocabulary growth are…

One avenue for improving reading outcomes is to ensure children who are deaf or hard of hearing (DHH) enter school with the foundational skills needed to learn to read. Our research team developed an early literacy curriculum specifically for DHH children. Teachers use Foundations for Literacy (FFL) in a one-hour literacy block for the school…

Individual differences in reading skill have frequently been related to variability in working memory capacity; however, it is unclear what drives this relation. The present study investigated two attentional control mechanisms that may contribute to this relation: proactive control and online filtering. To examine how the neural mechanisms of…

Technology-based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology-based remote assessments remain as valid and reliable as in-person assessments. We developed a low-cost phone-based language and literacy assessment for…

Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…

Augmented Reality (AR) has gained significant attention in the field of language learning. This study conducted a systematic review of research on AR-supported language learning published between 2008 and 2022. Thirty articles were selected based on specific inclusion and exclusion criteria, and analyzed using an analytical framework with the…

It is generally agreed that first language (L1) morphological awareness, the ability to reflect upon, analyze and manipulate morphemes and morphological structure of words, can transfer and facilitate second language (L2) reading subskill acquisition. However, the facilitative role of L1 morphological awareness is unclear in the literature…