Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their…

Identifying change at the individual level is an important goal for researchers, educators, and clinicians. We present a set of statistical procedures for identifying individuals who depart from a normative change. Using Latent Change Scores models (LCS), we illustrate how the Individual Likelihood computed from a statistical model for change…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were…

Decision making, a complex mental activity underlying the act of choosing from among the alternatives in attaining a goal constitutes the core component of planning, a higher order cognitive process as per the PASS theory of intelligence. An attempt, therefore, has been made in the present study to examine the development of planning behaviour in…

Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…

The purpose of this study was to examine the existence and strength of relationships between students' cognitive skills and mathematical problem-solving performance. Specifically, relationships between students' verbal, spatial, and analytical skills and their problem-solving performance on items that require a verbal response, items…

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N =…

This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…