Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency…

Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential…

The main aim of this study was to investigate the effect of a tier three intervention, response-to-intervention design, on children with low reading ability in grade three. Twenty-eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading…

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

Many students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive reading intervention alone, and their combination on the reading fluency and comprehension of students with…

The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers (N = 70,493 - 75,553) or as children with specific reading…

In this chapter, we examine adult- and child-focused models of reading with respect to cognitive processing deficits associated with low literacy. We examine influential integrative models of reading and reading comprehension. We then review the empirical literature on components of reading ability, subdivided into three categories: language…

Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to…

Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test-Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and…

This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners' (ELLs') English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level…

Background: Few investigations have examined the relationship between a comprehensive range of executive functioning (EF) abilities and reading. Aims: Our investigation identified components of EF that independently predicted single word reading, and determined whether their predictive role remained when additional variables were included in the…

Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…

A fundamental skill for growth and improvement in modern society is the ability to read--a skill still denied to many millions of children across the globe. A number of factors share the responsibility for this dilemma. In developing countries, most potential readers live under conditions where instruction is non-optimal or even unavailable…

Japan has been considered dyslexia-free because of the nature of the orthography, which consists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed,…

Against a backdrop of research on individual differences in reading disorders, this review considers a range of effective interventions to promote reading and language skills evaluated by our group. The review begins by contrasting the reading profiles seen in dyslexia and reading comprehension impairment and then argues that different…