Conceptual knowledge goal (CKG) is a typical component of outcome-based learning. However, the contribution of CKG to poor readers' reading comprehension development remains unclear. Following the suggestion of the Simple View of Reading theory for the poor reader category, the current study recruited 90 poor decoders (PD), 76 poor comprehenders…

Phonemic awareness (PA) refers to the ability to reflect on and manipulate phonemes. The development of the ability to become aware of and conduct mental operations on phonemes might involve higher-order cognitive processes, such as executive functions (EFs), which help modulate attention to goal-relevant information and support behavioral…

This study examined the independent contribution of morphological awareness and orthographic awareness in reading comprehension, controlling for working memory and reading fluency in Arabic-speaking children. Participants (N = 244) from grades four and five, were classified into typical comprehenders (n = 207) and poor comprehenders (n = 37). All…

This study examined the unified model of phonological transfer in English reading comprehension and the mediating effects of bilingual decoding skills. Grade 4 Chinese Mandarin learners of English (N = 256) completed a series of tests including tone and stress sensitivity, Chinese and English segmental phonological awareness, Chinese and English…

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean…

This study examined the differences among the typically developing, low-achieving, and young offender participants on indices of oral and silent reading, listening comprehension, the Raven and behavior scales, and parental status. A convenient sample of 81 males and females from the same geographical region in the Sultanate of Oman took part in…

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…

Purpose: We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to…

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a…

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…

The purpose of this follow-up study was to determine the specific contribution of phonological processing abilities, including phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (VSTM), as well as visual perception (VP), in word reading accuracy. A sample of 62 native Arabic speaking children from Grade 1…

This research explores the direct and indirect effects of vocabulary, word reading and metalinguistic competence on reading comprehension in Spanish primary school students, considering non-verbal intelligence. A Multiple Indicator Multiple Causal Model (MIMIC) is analysed to explore the direct and indirect effects of the variables on reading…

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children -- 25 and 24 kindergarteners from Taiwan and…

Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence…

This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of…