Vocabulary is an important foundation for reading skills. Dual-route cascaded model believes that when form-sound correspondence is irregular, phonetic decoding is a necessary but not sufficient condition for word acquisition. Lexical access in syllabic scripts involves a morphological-phonetic-semantic approach, where phonological decoding is…

An estimated one-fifth of adults in the United States possess low literacy skills, which includes minimal proficiency in reading and difficulty processing contextual information. One way to study reading behavior of adults with low literacy is through eye movement studies; however, these investigations have been generally limited. Thus, the…

Individual differences in working memory (WM) influence reading skills. We aim to identify how different domains of WM explain reading performance, and how this association changes with age and reading expertise. Hungarian children from first to sixth grade took part in our study. The decoding skills of all children were assessed with 1-min word…

Eye-movement technology has been often used to examine reading processes, but research has seldom examined the relationship between the reading process and comprehension performance, and whether the relationships are similar or different across grades. To investigate this, we conducted a 3-year longitudinal study starting at grade 4, with 175…

Reading is a fundamental human capacity that recruits and tunes brain circuitry subserving several neurocognitive skills. Individual differences in reading-related skills are largely influenced by genetic variation. However, the molecular basis of the heritability of reading-related skills remains narrowly replicated. Genome-wide association…

Background: Researchers have used eye-tracking technology to investigate eye movements in neurotypical adults (NAs) when reading. The technology can provide comparable information about people with aphasia (PWA). Eye fixations occurring when PWA do and do not have access to text-to-speech (TTS) technology are of interest because the support…

Purpose: This study investigated how correlations between rapid automatized naming (RAN) and reading depend on characteristics of the stimuli. RAN tasks using stimuli with high phonological demands were predicted to be the strongest correlates of decoding efficiency, while high semantic demands were predicted to lead to stronger correlations with…

Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…

This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and…

This research aimed to investigate the impact of word decoding speed and accuracy on reading comprehension in Turkish, which is characterized by a highly transparent and morphologically complex orthographic system. The study involved 160 students, half of whom were identified as poor readers, while the other half were classified as good readers.…

Background: A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to…

Reading is a critical neurodevelopmental skill for school-aged children, which requires a distributed network of brain regions including the cerebellum. However, we do not know how functional connectivity between the cerebellum and other brain regions contributes to reading. Here we used resting-state functional connectivity to understand the…

Word reading is critical for reading development. However, it has long been debated on the processes involved in real word and pseudoword decoding in developmental dyslexia (DD). We conducted a meta-analysis of 28 neuroimaging studies (519 participants with DD, 562 typical readers, age range 5-63 years, female 37.65%, 382 foci, 64 experimental…

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…

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…