Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the…

The ability to pronounce consonant clusters is essential for the communicative processes of a language. The SQ4R teaching model, normally employed in reading comprehension development studies, could be adapted to benefit a speaking classroom. The purposes of the study were (1) to investigate the effects of the SQ4R technique on Thai students'…

Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…

The purpose of this study was to determine the relationship between two teaching methods used to teach reading and writing and reading comprehension skills and successes of fifth-grade students. The main difference between the two methods in our research; teaching of the first literacy in the sentence method, determined and sentences with various…

Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4-8) that were randomly assigned to one of three conditions--one of two PHAST…

Graphotactic knowledge and word-specific orthographic knowledge have been shown to account for unique variance in concurrent spelling skills beyond phonological skills in the early school years.The present study examined whether knowledge of spelling patterns conditioned by phonological context would add to the concurrent prediction of spelling…

This one-group quasi-experimental study aimed to determine the effectiveness of using a gamified course management system with points, badges (and consequently competition) to facilitate the development of English phonology in a foreign language context in Japan. To implement this idea, we focused on the acquisition of English segments /r/ and /l/…

The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1-7 as well as measures of validity and…

This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…

The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school students on phonological awareness (segmental phonology) and text-reading…

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships…

In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's…

Design of a screening test for identifying reading difficult students in Malayalam and validation thereof among boys is made to help schools proactively intervene with such students. A battery of tests developed based on extant literature on screening tests, reviewed difficulties in reading Malayalam, and discrimination power of the draft tests is…

Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from…

Catch Up® Literacy is a structured one-to-one literacy intervention for pupils between the ages of 6 and 14 who are struggling to learn to read. It teaches pupils to blend phonemes (combine letter sounds into words), segment phonemes (separate words into letter sounds), and memorise particular words so they can be understood without needing to use…