More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental…

Girls consistently outperform boys on tests of reading comprehension, although the reason for this is not clear. In this review, differences between boys and girls in areas relating to reading will be investigated as possible explanations for consistent gender differences in reading attainment. The review will examine gender differences within the…

This paper summarizes some of the most important findings from research that evaluated the hypothesized causes of specific reading disability (dyslexia). It first discusses the immediate causes of reading difficulties in terms of deficiencies in component reading skills that might cause such difficulties and concludes that inadequate facility in…

Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)