When students struggle with reading at the elementary level, their needs are typically met with interventions that focus on word recognition and decoding skills. This same intervention approach is often used to address students who struggle with reading at the middle-school level. The middle school struggling reader accumulates deficits from…

Morphological processing is the use of morphological structure during word reading. This study examined the role of morphological processing in automaticity in word reading processes and asked whether automatic morphological processing made a unique contribution to decoding, oral reading fluency, and reading comprehension outcomes of middle school…

This study aims to advance our understanding of the role of word knowledge in second language (L2) reading comprehension by exploring whether morphological awareness and vocabulary assessed one year ago contribute to decoding and listening comprehension which in turn contribute to reading comprehension in Chinese children learning English as an…

The purpose of this study was to examine the relationships between student perceptions of a "good reader" and their reading performance. A total of 100 students (grades 1-8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales:…

The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils' reading development in two different countries with…

In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 children aged 6 to 8 years (132 boys and 166 girls). Results indicated that executive…

Background: Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language…

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the…

The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second…

Background: Despite the fact that literacy instruction is a main focus of primary education, many children struggle to meet nationally set standards. Aims: We aimed to test which components of a comprehensive reading programme (ABRACADABRA:…

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean…

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 =…

Background: South African township learners are known to perform poorly in international tests, including reading and science. Language is a complicating variable as English, the learners' second language (L2), is generally the language of learning and teaching, including for reading science texts. Aim: The study's objectives were to determine the…

This study investigates the applicability of the Simple View of Reading (SVR) framework for modeling the factors influencing reading success among Grade 2 children learning to read in Amharic (in an abugida script) in remote regions of Ethiopia. We used path and latent profile analyses to examine structural relationships between text decoding and…

Educators often provide students with disabilities reading accommodations to help them access content during instruction, but research has shown that not all students benefit from those accommodations. Given the importance of content area instruction, there is a need for further research on how to efficiently identify reading accommodations that…