The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…

This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

An economics-driven discourse about early literacy (Trudell, 2009) in sub-Saharan African settings often includes a list of reasons for poor levels of literacy that remain mired in deficit thinking or a deficiencies model in which the problem lies within the non-literate people themselves. Meanwhile, the established post-colonial educational…