Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school years. However, while previous studies examining bidirectional relationships among oral vocabulary and reading development have generally found an association between word…

Reading comprehension is a fundamental skill to be developed from the early stages of reading acquisition and it is essential for both formative and personal learning. This study examines eye-tracking as a useful and complementary tool in the assessment and improvement of implicit reading comprehension. The aim is to understand the role of…

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 acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension.…

Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine…

Numerous studies on reading comprehension with monolingual children have shown that oral language, such as vocabulary, is an important factor in predicting reading comprehension success. However, few studies have looked at the reading comprehension performance of bilinguals, and less is known about the contributors to its success, linguistic or…

This study scrutinized the effects of words' superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult…

The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3-6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to…

This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary,…

According to the Componential Model of Reading (CMR; Aaron, Joshi, Gooden, & Bentum, 2008), reading comprehension can be explained by 3 domains--cognitive, psychological, and ecological domains. We examined the direct and indirect contributions of these 3 domains to reading comprehension in bilingual learners. Participants included 124…

The purpose of this study was to explore pre-readers' comprehension of a story with competing character goals. Fifty-eight children in three age groups (2½-3 years; 3-4 years; and 4-5 years) were read a story in which the protagonist's goal was unstated and conflicted with the goal of the secondary character. Understanding of explicit story…

Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to…

The study explored the inflectional morphological awareness of Greek-speaking poor comprehenders identified in grade 3. The sample consisted of 13 poor comprehenders and 27 good comprehenders. The poor comprehenders were selected from 126 children attended 19 primary schools in metropolitan area of Athens using a cut-off-based approach. All the…

The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children's reading comprehension. Accordingly, we examined the relation between children's reading…

Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression…