Dynamic assessments (DAs) of word reading skills demonstrate strong criterion reference validity with word reading measures (WRMs). However, DAs vary in the skills they assess, their format and administration method, and the type of words and symbols used in test items. These characteristics may have implications on assessment validity. To compare…

This research aims to explore a meta-analysis of experimental studies examining the effect of shared book reading on children's phonological awareness skills. An initial pool of 3397 articles was identified from 17 databases. After removing 396 duplicated articles, 3,001 were screened for titles and abstracts, whereas 2,964 inadequate articles…

In this article, the relationship between alphabet knowledge and reading development will be explored. Key topics will include how alphabet knowledge is not only a predictor for future reading success, but also how letters and their sounds serve as a bridge from a pre-alphabetic phase into a partial alphabetic phase, and beyond. Since each phase…

This meta-analysis aimed to systematically investigate the cognitive and linguistic correlates of both word decoding and reading comprehension among children with Autism Spectrum Disorder (ASD) across orthographies. Based on data from 26 studies of 1.92- to 18.92-year-old children with ASD, we found that (1) intelligence, theory of mind, and…

Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the…

United Nations (UN) Sustainable Development Goal (SDG) Target 4.6 calls for all youth and a substantial proportion of adults to be able to read. Progress toward achieving this goal began after the World Conference on Education for All in 1990. Two decades after the conference, national governments, international donor agencies, and local and…

This meta-analysis synthesizes 49 standardized mean-change differences between control and treatment groups as effect sizes from 28 independent studies, investigating the efficacy of existing reading interventions on literacy skills for Chinese children. Six potentially important moderators were considered in this study. These moderators included…

Objectives: The purpose of this article is to review research that has been conducted over the past five years on language development, reading skills and word learning with the use of the eye tracking machine as regards the population with autism spectrum disorder (ASD) in comparison to typically developed population. Materials and methods: A…

The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…

Purpose: We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method: We reviewed 40 studies published…

Purpose: Some children with cerebral palsy (CP) have difficulty acquiring conventional reading and writing skills. This systematic review explores the different types of literacy instruction and their effects on the reading and writing skills of children with CP. Method: Relevant studies published between 2000 and 2020 were identified using…

Purpose: This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature…

This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in…

Audiobook listenership is growing with the increasing availability of devices, platforms and apps offering an ever-wider range of high quality titles. This literature review provides an overview of research exploring the role of audiobooks in supporting children's literacy both at home and in the classroom. It focuses on how positive engagement…

The purpose of this study was to systematically review literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy…