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…

This study explored third-graders' oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading comprehension. It also examined the children's performance on two different measures of text exposure, a self-report questionnaire and a title-recognition test. Although third-graders' ORF related significantly to their…

One of the characteristics of the well-documented bifurcation in collegiate foreign language (FL) instruction is the difficult transition from lower- to upper-level instruction. Particularly pronounced are the expectations placed on readers at the upper level. No longer engaged in surface readings and sentence-level exercises that stay focused on…

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…

In this article, the authors examined readers' sensitivity to the match between characters' goals and characters' actions. In Experiment 1, readers integrated actions consistent with characters' goals more easily when there was a match between the extremeness of the actions and the urgency of the goals. In Experiments 2 and 3, characters'…

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…

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…

This research synthesis identifies areas of convergence in reading research regarding the importance, dimensions, and effects of phonological awareness on the reading acquisition process. It also highlights similarities and differences between normal achievers and diverse learners. The following five areas of research convergence are identified:…

Pointing out that the label of dyslexia carries an acute stigma of mental incompetence (and the researcher/author is herself dyslexic), this booklet intends to provide educators and parents with a frame of reference regarding the topic of dyslexia. Defining dyslexia broadly as "characterized by a consistent difficulty with processing…

A study examined the effects of age upon the amount and kind of explicit information in oral summary tasks of preschool and third-grade children. Findings show an important developmental change in the use and in the type of inferential operations. Preschool children used fewer connectors and were not as able to preserve the original order of…

A study expanded on earlier research into "envisionment," defined as "a personal text-world embodying all the reader understands, assumes, or imagines up to that point in the reading," in learners of English as a second language (ESL). Five Mexican engineering students performed think-aloud protocols while reading a short…

Focusing on better assessing the thinking, or meaning-making, aspects of reading that are emphasized in current views of the reading process, this book presents the Informal Reading-Thinking Inventory (IR-TI) which offers options to enhance assessment beyond assessing students' listening level, oral reading of words, and basic comprehension. The…

This book summarizes approximately 600 reports of reading research identified between July 1, 1991 and June 30, 1992. Research studies in the book are categorized into six major areas: (1) summaries of reading research; (2) teacher preparation and practice; (3) sociology of reading; (4) physiology and psychology of reading; (5) the teaching of…