Many digital reading applications have built-in features to control the presentation flow of texts by segmenting those texts into smaller linguistic units. Whether and how these segmentation techniques affect the readability of texts is largely unknown. With this background, the current study examined a recent proposal that a sentence-by-sentence…

Purpose: It is often assumed that phonological awareness only reflects children's phonological skill. However, orthographic representations have been found to be automatically involved during phonological awareness tasks, which we refer to as automatic orthographic activation. Although previous longitudinal neural studies have addressed how…

Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…

Background: The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that…

This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…

The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in…

While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading development. The purpose of this study was to address limitations of prior research and provide a more statistically accurate estimate of the role of SC in early…

Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children's emergent reading development. The question is whether there are underlying concepts needed for emergent literacy and the acquisition of reading skills. The nature of the reading process…

Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Understanding how this skill is acquired is therefore important for characterising reading difficulties. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings…

Concept of word in print is the development of an understanding of how monosyllabic and multisyllabic words operate in print. Young children show evidence of this understanding when they are able to repeat a line of text while accurately pointing to each word as it is said. A small but robust line of work has examined the knowledge, skills, and…

In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl),…

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…

The current study examined the effect of pointing to the words and using highlighted text by examining eye movements when children in preschool, Grade 1 and 2 were read storybooks of two levels of difficulty. For all children, pointing to and highlighting the text was observed to increase the amount of time and number of fixations on the printed…

We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of…

Morphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as "chat-ure" ("cat-ish") composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real…