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…

The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading comprehension), using data from 927 students and their 189 teachers from Grades 1 to 3 in the US. Literacy instruction was observed once in the Fall and once in the Spring each year from two projects. We…

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model…

Background: Visual-spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention. Method: One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of…

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better…

This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs…

Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading…

To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (M[subscript]age =…

This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills…

Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor…

We examined the relations of inference, vocabulary, decoding, short-term memory, and attentional control to reading comprehension and mathematics performance for first-grade students in the US (N = 83). The students were composed of 75% Hispanics, 15% Whites, and 6% Asian Americans. Students' performance on mathematics and reading comprehension…

The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in…

Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning…

Many children living in linguistically diverse low- and middle-income countries learn to read and write in multiple languages. Recent research provides implications for effective reading instruction with multilingual learners (e.g., Hall et al. in New Dir Child Adolesc Dev 166:145-189, 2019). However, there is limited empirical evidence on…

This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary,…