In printed English, there is some variability in the relationships between graphemes and the phonemes they represent. Learners who are sensitive to this variability learn to adjust their attempted pronunciation of an unfamiliar word such that they identify a real word that fits the context. This sensitivity and the ability to adjust attempted…

Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of…

Reading comprehension and reading motivation are strongly related. The current study explored the relation between groups of students with different reading profiles (poor decoders, poor comprehenders, good readers, difficulties with both decoding and comprehension -- mixed deficit) and key dimensions of motivation. We assessed 120 students (2nd…

Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs),…

The present study examined whether syntactic comprehension constitutes a source of individual differences separate from vocabulary and of relevance to reading comprehension. One hundred and sixty-one Danish Grade 6 students completed multiple tests of syntactic comprehension, vocabulary, decoding, and reading comprehension. Syntax measures were…

This single case study examined the effects of segmented and connected phonation decoding training on improving word reading accuracy for three first-grade students who demonstrated challenges with accurate word reading and decoding skills. Visual analysis and single-case effect size calculations indicate students improved their correctly read…

Ensuring effective texts for student reading acquisition is a shared goal. This paper addresses the efficacy of decodable and leveled texts, their word features, and outcomes of reorganizing texts by vowel patterns and topics. Sparse evidence supports one text type's superiority in building a strong reading foundation. Further, the decoding…

The purpose of this meta-analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search.…

This study classifies profiles of readers by combining good readers, poor comprehenders, dyslexia, and generally poor readers based on the Simple View of Reading (SVR) model that individual readers have different profiles of reading skills. A total of 501 ninth-grade Chinese middle school students participated in the study. They engaged in five…

Many children speak language varieties (dialects), such as African American English (AAE) that differ from the language variety typically used in academic settings and in literacy instruction (Mainstream American English, MAE). There has been considerable work suggesting a negative correlation between use of a non-mainstream dialect and lower…

Conventional metaphors are a fundamental component of everyday communication, yet they are often overlooked in post-secondary German-language programs. This study examines the extent to which vocabulary breadth influences 19 L2 German learners' comprehension of conventional German metaphors, particularly those that exhibit cross-linguistic…

It is well established that children's reading comprehension is driven, at least in part, by their awareness of morphemes, or the smallest units of meaning in language. The question of how it does so is largely open; this mechanistic knowledge would specify theories of reading comprehension and guide effective classroom instruction. We report here…

Some readers thrive more than others because they are more actively involved in their learning. All students can become active participants in their learning through quality teacher prompting. In this article, teachers will learn how to promote emergent learners' active participation as they decode and comprehend, while problem-solving unknown…

This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English…

Purpose: Although the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word-length effects on decoding acquisition regarding the time spent…