Reading acquisition in Arabic presents unique challenges, notably due to its complex morphological structure and the diglossic nature of the language. The discrepancy between written (Modern Standard) and spoken Arabic poses significant barriers for learners, particularly in decoding morphologically complex words. This study explored the role of…

This study was designed to examine the ability of poor comprehenders to identify, attend, and remember central and peripheral ideas during and after reading. To address these goals, good and poor comprehenders, matched on reading (word decoding) skills and non-verbal intelligence, read three expository texts, while their eye-movements were…

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…

The simple view of reading (SVR) model posits that reading comprehension is a product of decoding and listening comprehension and that reading comprehension difficulties can be categorized according to the weakness and strength of these 2 components. In the present study, I tested the applicability of the SVR to reading comprehension subgroups in…

This study investigated the relationship between reading comprehension (RC), trait anxiety, and preoccupation with reading disability (RD) in 88 school children in Grades 3 through 5 and in their mothers. Children's trait anxiety had a significant direct negative relationship with RC and also mediated the association between preoccupation with RD…

Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and…

The Simple View of Reading (SVR) in Hebrew was tested by administering decoding, listening comprehension, and reading comprehension measures to 1,002 students from Grades 2 to 10 in the northern part of Israel. Results from hierarchical regression analyses supported the SVR in Hebrew with decoding and listening comprehension measures explaining…

It has been well established that poor reading skills in the first grades of primary school can lead to poor reading skills in all coming years. A reading acceleration program (RAP) known to improve reading skills in adults and children with and without reading difficulties (RD) was tested for its effect on children in second grade with standard…

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

The purpose of this study was to investigate the potential contribution of decoding efficiency to the development of reading comprehension among skilled adult native Arabic speakers. In addition, we tried to investigate the influence of Arabic vowels on reading accuracy, reading speed, and therefore to reading comprehension. Seventy-five Arabic…

The aim of this study was to examine whether low, average, and high comprehenders (LC, AC, and HC, respectively) differed in their reading self-confidence and bias ratings, and whether confidence ratings were driven by reading ability or distributed evenly among diverse readers. Seventy fourth-graders with good decoding abilities were administered…

This study investigated the extent to which children's knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (N = 85). Participants provided rich and accurate information about reading disabilities and the…

Examines 339 Israeli first graders, divided into three experimental and one control group, who were read aloud to. Asks teachers of experimental groups to read interactively--that is, to interact with students before, during, and after reading to help them understand the story. Indicates that classroom story reading led to increases in decoding,…

Investigates the effects of reading a series-format, many-volumed story to disadvantaged first graders. Results indicate that children who had been read to outscored children in the control classes on measures of decoding, reading comprehension, and active use of language. (SRT)

Examines the relevance of decoding, comprehension, and reading rate as used by teachers for evaluation of their students' reading competence. Finds that teachers claim to rely only on decoding and comprehension in assessing reading competence, but that in practice teachers rely quite heavily on reading rate as a diagnostic tool. (RS)