Reflecting on the implementation of a pre-study may be decisive for the design of a following main study. This text consists of a reflective process where the researcher's different choices are examined and problematised. The reflections take place within the framework of a pre-study and in relation to the aim of that study. They also take place…

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal…

Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both…

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples' preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate…

This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two…

The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1…

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in…

Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams…

This study examined the acceptability, reliability, and validity of the Arabic translated version of the Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS; Wolf & Denckla, 2005) for Jordanian students. RAN/RAS tests are a vital assessment tool to distinguish good readers from poor readers. These tests have been…

There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal…

Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…

The current study examined the efficacy of Fast ForWord, a computer-based intervention designed to improve the auditory processing skills associated with language development and the subsequent acquisition of reading skills. The study used a randomized pre-test and post-test control design to examine the impact of Fast ForWord on the phonological…

The purpose of this study was to test whether the content and function word dichotomy of speech disfluency found in English-speaking adults who stutter (AWS) was evident in a language other than English. A group of adult Arabic-speaking AWS were sampled across spontaneous speaking, oral reading, and single-word naming tasks. Moments of disfluency…

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal…

When speaking, how do we convert our thoughts into the sounds that come out of our mouths? Though seemingly effortless, the process of word production is realized by a complex system working over different levels of representation. By focusing on the sublexical factors, this work investigates the representations and dynamics of the word production…