Removing interword spacing has been shown to disrupt lower-level oculomotor processes and word identification during text reading. However, the impact of these disruptions on higher-level processes remains unclear. To examine the influence of spacing on inferential processing, we monitored eye movements while participants read spaced and unspaced…

The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities…

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…

The primary objective of this study was to explore clinic group culture surrounding Reach Out and Read (ROaR) at a pediatric clinic recognized as successful in ROaR implementation. In ROaR-participating clinics, pediatricians give books and information to families at well child visits to promote daily read aloud practices deemed necessary by many…

Background: We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language-minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC). Method: We examined 265 children [French: n = 113; Italian:…

The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and…

Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies…

The goals of this study were to understand whether foundational or complex literacy skills predict performance in the course and subsequent early college success. The course emphasizes the preparation of students' readiness to strategically and contextually engage in discipline-specific courses and practices. Students in a reading and study…

The purpose of the current study was to examine the skill-by-treatment interaction (STI) framework to intensify reading interventions. The effects were tested with a multiple-baseline across-participants single-case experimental design with a contraindicated phase. Four students in second through fourth grades were the participants for the study.…

Previous research used the learning hierarchy (LH) as a heuristic to select reading interventions based on the level of accuracy defined as the percentage of words read correctly. The current study examined the validity of the LH by reporting the prevalence of reading profiles proposed by the framework: Acquisition phase--inaccurate and slow,…

Reading skills are important to the academic success and long-term self-determination of individuals with disabilities. Teachers' theoretical orientations toward reading instruction are relevant to their implementation of interventions that may be more or less effective in addressing students' needs. Whereas reading instructional orientation has…

With the engaging blend of visuals and texts, comics have emerged as promising tools for enhancing reading comprehension in primary classrooms. This study examined how incorporating English comics as reading materials and interventions impact students' reading comprehension. It also determined students' perceptions on the use of English comics to…

Phonological processing is an important contributor to decoding and spelling difficulties, but it does not fully explain word reading outcomes for all children. As orthographic knowledge is acquired, it influences phonological processing in typical readers. In the present study, we examined whether orthography affects phonological processing…

Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again. This article demonstrates the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for second language…

The rise of aliteracy, the burgeoning impact of crowded leisure time for children, and the increasingly complex daily lives of parents all impact on promoting reading for pleasure (RfP) requiring how parents value RfP to be considered in sympathetic and sustainable ways. By investigating parents' experiences, this qualitative research elevated the…