The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

Numerous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension ability and decoding skills in the reading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word…

This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups' performance on…

The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end…

This study examined the respective contribution of verbal working memory, which was operationalized as immediate digit and sentence recall, to bilingual children's reading fluency and comprehension in the first language (L1) and second language (L2). Fifty children from two international sites took part in this study: One group was English-Korean…

The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing…

This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievement groups. 27 students with reading difficulties…