According to the multidimensional view of reading comprehension (RAND), reading comprehension (RC) is influenced by three components?: the reader, text, and task. A broader perspective considers factors beyond the cognitive and linguistic dimensions and incorporates the contribution of emotional condition. The present study examined individual…

In this study, we examined the accuracy and consistency of Greek-speaking children with spelling difficulties using a spelling level-matched design at two time points. Eighty-seven children were selected for inclusion in three groups: a group with spelling difficulties (SpD, n = 22 fifth graders) and two control groups, a chronological age-matched…

The role of morphology in learning to read can vary widely across languages and is related to the extent to which the morphological system is a dominant feature of the specific language. The present study focuses on Arabic, a Semitic language written in an "abjad" (consonantal writing system) and characterized by rich morphological…

The effects of transcription skills, comprising both spelling and handwriting fluency, on sentence writing among young Chinese as a second language (CSL) learners were evaluated and compared to those of reading and oral language using a one-year longitudinal study design. Various writing models postulated that transcription skills are essential in…

Reading strategies have been documented as beneficial facilitators for readers to understand text; their potential efficacy, however, has not yet adequately assessed among struggling readers in the context of a large number of students below grade level at secondary schools internationally. Using a pretest-posttest control group experimental…

Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students' reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental…

This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a…

This exploratory study was designed to evaluate the interplay of students' rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an…

This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous…

We assessed the influence of genre-specific discourse knowledge and writing goals on the persuasive writing of 4th and 6th grade students with and without learning disabilities (LD). Students were first interviewed about their knowledge of persuasion and persuasive writing. They then wrote a persuasive essay about a controversial topic after…

Bilingualism appears to be related to poor language and reading comprehension in the instructional language (L2). However, in the long term, an early age of second language acquisition (AoA) may produce higher levels of second language skills than a later onset of L2 exposure. Most studies on school-aged second language learners (L2 learners)…

Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of child-level cognitive ability…

We set out to (i) assess the handwriting skills of signing deaf students, and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students…

The study investigated the impact of language impairment and environmental deprivation on Hebrew morpho-lexical development across the school years. Participants were 659 grade school and middle school Hebrew-speaking students--typically developing and language impaired, from mid-high and from low socio-economic status (SES). They were all…

The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word…