Adaptive models of word production hold that lexical processing is shaped by recent production episodes. In particular, the models proposed by Howard et al. (2006) and Oppenheim et al. (2010) assume that the connection strength between semantic and lexical representations is updated continuously, on each use of a word. These changes make…

Color has been investigated as a signaling cue in multimedia learning environments, guiding the learner's attention and as an emotional design element, increasing the learner's motivation and, thus, improving learning outcomes. Retrieval cues (e.g., visual cues, odor, sound) facilitating memory retrieval have been primarily investigated in…

Successful reading comprehension--especially in a second language (L2)--relies on the ability to monitor one's comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent…

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Studies have demonstrated that listeners can retain detailed voice-specific acoustic information about spoken words in memory. A central question is when such information influences lexical processing. According to episodic models of the mental lexicon, voice-specific details influence word recognition immediately during online speech perception.…

This single case study (multiple baselines) evaluates the efficacy of an intervention called "reading racetracks" among three eight-year-old boys with diverse backgrounds, including learning disabilities, limited language proficiency due to migration, and socio-economic challenges. Conducted over three weeks, the training demonstrated…

Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension.…

The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational…

Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading…

Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established…

Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade…

Second language (L2) learners often speak with a strong accent, which can make them difficult to understand. However, familiarity with an accent enhances intelligibility. We propose that L2 learners are even more familiar with their own accented speech patterns and may thus understand self-produced L2 words better than others' accented…

Background: German children do not formally learn letter-sounds before school entry. In this study, we evaluated kindergarten children's sensitivity to the frequency of letters and visually similar symbols in child-directed texts, how it develops and whether it predicts early reading abilities. Method: In a longitudinal study from kindergarten to…

Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we…

Many children with different kinds of learning problems struggle with reading. To help them combat their challenges, easy-to-implement interventions are needed. Reading racetracks have proven to be effective tools to increase sight word fluency in students with disabilities. The purpose of this single-case study was to evaluate this technique, for…