Reading numbers aloud, a central aspect of numerical literacy, is a challenging skill to acquire, but the origins of this difficulty remain poorly understood. To investigate this matter, we examined the performance of 127 third- and fourth-grade children who read aloud, in Hebrew, numbers with 2-5 digits. We found several key observations. First,…

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…

A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In…