This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4-6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across…

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…

This investigation examined whether gender identification moderates women's working memory following exposure to situations that threaten the integrity of their gender group. Young adults read sentences that either threatened women's gender identity (in the social identity threat condition) or did not threaten this identity (in the control…

In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…

In this Research Connections column, Editor David Moore interviews Cynthia Greenleaf, Gayle Cribb, and Heather Howlett. Greenleaf codirects the Strategic Literacy Initiative and leads professional development projects in its Reading Apprenticeship instructional framework. Her approach to disciplinary literacy instruction is based on her findings…

Most theories of reading development assume a shift from slow sequential subword decoding to automatic processing of orthographic word forms. We hypothesized that this shift should be reflected in a concomitant shift in reading-related cognitive functions. The current study investigated the cognitive dynamics underlying reading development in a…

The aim of this work is to combine behavioural and functional magnetic resonance imaging (fMRI) data to advance our knowledge of where the Frequency x Regularity interaction on word naming is located in the cerebral cortex. Participants named high and low frequency, regular and exception words in a behavioural lab (Experiment 1) and during an fMRI…

Teacher educators examined three aspects of expertise in reading instruction in 15 preservice, classroom, and intervention teachers at three distinctively different points in their professional development. In one sitting, participants responded to two video clips showing the same first-grade child reading familiar text in a Reading Recovery…

Three experiments examined whether the identification of a visual word is followed by its subvocal articulation during reading. An irrelevant spoken word (ISW) that was identical, phonologically similar, or dissimilar to a visual target word was presented when the eyes moved to the target in the course of sentence reading. Sentence reading was…

To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies…

This study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with…

Brain-electric correlates of reading have traditionally been studied with word-by-word presentation, a condition that eliminates important aspects of the normal reading process and precludes direct comparisons between neural activity and oculomotor behavior. In the present study, we investigated effects of word predictability on eye movements (EM)…

With the increasing popularity of Web 2.0 tools, it only follows that these technologies are adapted to our foreign language classroom practices. Research shows their numerous advantages as participatory tools that foster communication and collaboration. This study focuses on one such tool, the wiki, and describes the implementation of three…

The purpose of this design-based experiment is two-fold: to see if classroom pedagogies can be developed to improve student achievement in English literature as well as prepare them for 21st Century literacies. Applying Bereiter and Scardamalia's theory of Knowledge Building to English curricula, this experiment tracked the progress of a…