Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to…

Practitioners are encouraged to apply theories of reading development to psychoeducational test interpretation. Orthographic mapping provides an explanation of the acquisition of sight words. Although many test batteries provide tasks for practitioners to assess reading components associated with orthographic mapping, the relationship among…

Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast…

This study aimed to validate the Simple View of Reading (SVR) in L2 English readers with alphabetic and morphosyllabic L1 writing system backgrounds. Forty-five L2 English learners enrolled in American university bridge programs completed a set of tasks that measured real word decoding efficiency, pseudoword decoding efficiency, linguistic…

This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework ("Levesque et al., Journal of Research in Reading," 44, 10-26, 2021), morphological awareness, morphological analysis and morphological decoding are related, but…

Purpose: Learning to read is a complex, multifaceted process that relies on several speech and language-related subskills. Individual differences in word reading outcomes are indicated among children with inaccurate speech sound productions, with some of these children developing later reading difficulties. There are inconsistent reports as to…

Teachers in Fiji's lower primary classrooms face the task of raising students' literacy levels. Consequently, many schools are attempting to involve parents in improving students' literacy skills. This study investigated the effects of parental engagement on students' literacy acquisition in lower primary classrooms in Fiji. Online questionnaires…

Conceptual knowledge goal (CKG) is a typical component of outcome-based learning. However, the contribution of CKG to poor readers' reading comprehension development remains unclear. Following the suggestion of the Simple View of Reading theory for the poor reader category, the current study recruited 90 poor decoders (PD), 76 poor comprehenders…

The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading comprehension), using data from 927 students and their 189 teachers from Grades 1 to 3 in the US. Literacy instruction was observed once in the Fall and once in the Spring each year from two projects. We…

The aim of the present study is to examine the relationship between students' classroom behaviour and word reading (decoding), considering the role of students' engagement in learning (defined as on-task behaviour, OTB, as part of the more global 'behavioural engagement' sensu Fredricks) as a mediator between behaviour and reading. A wide range of…

Purpose: Newcomer dyslexic children face a double disadvantage: They must catch up on the schooling delay caused by their late arrival in France, while the lack of early diagnostic tools for dyslexia delays their access to appropriate intervention. However, cognitive predictors of decoding skills in alphabetic scripts are well known. Clinicians…

This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and…

The purpose of this research was to analyze the performance of pupils (N = 6,023) who took part in Reading Recovery (RR) in England on a decoding test, the Phonics Screening Check (PSC), administered at the end of Year 1 when children are approximately 5 to 6 years of age. The data cover two academic years (2015/2016 and 2016/2017) and include…