Examines the differences in the reported use of reading strategies of native and non-native English speakers when reading academic materials. Participants were native English speaking and English-as-a-Second-Language college students who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping…

The typical college student is unable to deeply comprehend what he or she reads. Most students have few, if any, intellectual tools that would enable them to read deeply, and then apply what they have read. The "Critical Thinking and the Art of Close Reading" series (which includes this column and the past three columns) focuses on some of the…

This study examines how measures of articulation rate, verbal short-term memory (STM), naming speed, and phonological awareness tasks administered in kindergarten and again in Grade 1 jointly and uniquely predict word reading and passage comprehension variance in Grades 1, 2, and 3. Results from regression and commonality analyses indicated that…

Ninety Chinese children were tested once at age 4 and again 22 months later on phonological-processing and other reading skills. Chinese phonological-processing skills alone modestly predicted Chinese character recognition, and English letter-name knowledge uniquely predicted reading of both Chinese and English 2 years later. Furthermore,…

This study investigates the importance of vowel diacritics for the reading of Hebrew in individuals with different levels of phonological control. A paradigm calling for written ordered-recall of 12 lists of 8 consecutively displayed Hebrew nouns was used as a test tool. Item presentation and between-item interval were computer-controlled. Half of…

The aim of the present study was to examine differences among "regular" and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and…

Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic…

Teacher educators can use active engagement strategies to help teacher candidates interact meaningfully with assigned readings for literacy methods courses. This approach to active engagement with required readings helps teacher candidates learn the content, concepts, and processes from text, and enables them to experience as learners the…

After reading text such as Amanda was bouncing all over because she had taken too many tranquilizing sedatives in one day, young adult readers frequently fail to report that they noticed the anomalous noun phrase (NP). Although young readers of all skill levels are susceptible to this kind of shallow semantic processing, less-skilled readers are…

Because students are highly motivated to read texts online rather than in traditional form, McNabb argues, schools should encourage students to use the Internet for academic and pleasure reading. However, hypertext has unique features that make comprehension monitoring while reading challenging. Strategies that work for reading passages of printed…

In two experiments, we examined the recent claim (Stewart, Pickering, & Sanford, 2000) that verb-based implicit causality information is used during sentence-final clausal integration only. We did so by looking for mid-sentence reading delays caused by pronouns that are inconsistent with the bias of a preceding implicit causality verb (e.g.,…

This qualitative inquiry examined second graders' literacy learning by observing acts of processing on continuous text. Specifically, this study explored the variety, complexity, and change in second graders' "on-the-run" reading behaviors at three points in time across an academic year. Systematic observation and the analysis of more…

Cross-language phonological and orthographic relationship in the biliteracy acquisition of children learning to read Korean and English was investigated in this study. Forty-five Korean-English bilingual children were tested in first-language (L1; Korean) and 2nd-language (L2; English) reading skills focusing on 2 reading processes--phonological…

This article provides a brief overview of the various areas of research that have served to clarify the condition of dyslexia. Using topics and content appearing in A. L. Benton and D. Pearl's (1978) text, Dyslexia: An Appraisal of Current Knowledge, as the point of departure, evolution of the definitions of dyslexia is traced to the current and…

Recent research on Chinese orthography is reviewed in a discussion of the relationship between orthographic symbols and reading processes. Specifically, these issues are addressed with relation to research findings: the difficulty of learning Chinese logographs, particularly with regard to learning disabilities and biliteracy; whether reading in…