Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and…

This study examined change in early language comprehension from 15 to 54 months for fifth-grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) from a nationally representative study of early child-care experiences. Changing measures of language comprehension were captured across early childhood for the 62…

Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5-year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared…

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated…

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten…

The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading…

Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only (n = 35), dyslexia (DX) only (n = 73), LI + DX (n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on…

Early and late first-grade children, third-grade poor and good readers, and adults named pictures under several interference conditions: with embedded intracategory or extracategory words, pronounceable or nonpronounceable letter strings, and visual noise. (Author/JMB)

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

Fourth and sixth graders and adults read words preceded by either a congruous, incongruous, or no-sentence context, and then completed another task where they named the color of the target word. Results suggested that context effects are mediated by automatic processes which decrease in importance with age and reading ability. (Author/JMB)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)

The paper's primary purpose is to outline an experimental logic that (1) considers causally prior skills such as nonverbal IQ, vocabulary, and decoding, and (2) emphasizes the relative importance of component reading skills rather than simple differences between groups of good and poor readers. (Author/DB)

Two studies examined individual differences in 7- to 10-year-olds' contextual facilitation. Findings indicated that poor readers showed more contextual facilitation than good readers but the relative context benefit was greater for good readers. Comprehension was a better predictor of contextual facilitation that decoding. Dyslexics showed greater…

Findings suggest that (1) dyslexia is more prevalent in the United States than in Italy, (2) reading disabilities are strongly associated with disorders of verbal processing in both countries (although some American dyslexics also show visual-motor deficits), and (3) there is a greater dissociation between reading comprehension and decoding in…

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)