Background: Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successful readers tend to employ reading strategies. As a second…

Research has established the link between socioeconomic status (SES) and children's reading development. However, the theoretical mechanisms underlying the association between them have yet to be fully understood. Moreover, few previous studies exploring the mechanisms tapped both first language (L1) and second language (L2) at the same time. In…

Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of…

Background: While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods: The study adopted a cross-lagged panel design. Young bilingual readers of…

This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years,…

Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

Executive functioning (EF) refers to a set of higher order, core cognitive processes that facilitate planning, problem solving, and the initiation and maintenance of goal-directed behavior. Although recent research has established the importance of EF for word reading development in early childhood, few studies have investigated the role of EF in…

We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in…

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…

Cross-language effects of Spanish derivational awareness on English vocabulary and reading comprehension were studied in Spanish-speaking English Language Learners (N = 90) in grades four and seven. The role of cognate vocabulary in cross-language transfer of derivational awareness was also examined. Multivariate path analyses controlling for age,…

We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's…

TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…