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…

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 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…

Purpose: The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany…

We compare poor-performing and normal-performing decoders' processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluate how a processing time difference is associated with rates of decoding development (Study 2). Over 800 sixth and seventh graders took an online reading component battery, which included a decoding test,…

Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory, task-switching, and inhibition, in reading comprehension, but have not demarcated its role in decoding, defined as use of orthographic patterns to access oral pronunciations. According to the dual-route model, decoding involves parallel activation…

We investigated the contribution of morphological awareness to university students' reading comprehension ability. Although there is considerable evidence that morphological awareness contributes to children's reading ability, there is much less evidence concerning adults; the few studies of adults have not controlled other known predictors of…

Purpose: We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method: The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological…

Phonemic and prosodic awareness are both phonological processes that operate at different levels: the former at the level of the individual sound segment and the latter at the suprasegmental level across syllables. Both have been shown to be related to word reading in young readers. In this study we examine how these processes are differentially…

The present study evaluated which components within the simple view of reading model better predicted reading comprehension in a sample of bilingual language-minority children exposed to Italian, a highly transparent language, as a second language. The sample included 260 typically developing bilingual children who were attending either the first…

The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…

The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of…

Recent theories of short-term memory (STM) distinguish between item information, which reflects the temporary activation of long-term representations stored in the language system, and serial-order information, which is encoded in a specific representational system that is independent of the language network. Some studies examining the…

This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in…

Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…