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…

Background and Aims: This study examined how parenting styles influence children's language skills and reading comprehension. Materials and Methods: Six hundred and eighty-five Chinese-speaking third graders (M[subscript age] = 9.23 years, SD = 0.66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary…

Although research on the home literacy environment and its impact on early literacy has long focused on mothers, the past decade has seen a shift in scholarly attention to the role of fathers. Building on this shift, we examined whether the nature of parent-child interactions during shared storybook reading varies with parent gender, child gender…

We examined the relations between mothers' reading skills, home literacy environment (HLE), and children's emergent literacy skills and word reading and whether their relations vary across urban and rural contexts in China. Four hundred third-year kindergarten Chinese children (M[subscript age] = 74.50 ± 3.77 months) were recruited from Jining (N…

Augmented reality (AR) technology can enhance picture book reading experience. The present study aimed to explore the influence of reading AR picture books on primary school students' reading comprehension, story retelling, and reading motivation. Eighty second graders, who were from two classes at a rural primary school in a coastal city in East…

We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students' reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students…

This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills…

Reading is one of the most important skills that students learn in elementary school. The problem addressed in this study is the decrease in proficiency of reading comprehension when primary grade students are assessed using a digital device to read and respond to instead of reading a text from a paper-based test. The purpose of this study is to…

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…

The simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children's fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not…

Background: Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of…

Background: Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of…

We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII)…

The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational systems but differ in the onset of formal reading instruction. The contents of 33 Literacy lessons in first grade spring were…

The purpose of this qualitative descriptive study explores how teachers described their perceptions within a mandated reading program, as the program supported reading comprehension skills for students in second, third, and fourth grade at three public elementary schools in Upstate New York. The theoretical foundation of this study was established…