This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…

This preregistered study examined whether extraneous illustration details promote attentional competition and hinder reading comprehension in beginning readers. Reading comprehension was highest in the Streamlined Condition (text + relevant illustrations) compared to a Standard Condition (text + relevant illustrations + extraneous illustrations)…

The current study followed literacy skills development amongst 79 Arabic native speaking pupils from kindergarten to fourth grade. Based on reading comprehension attainments in fourth grade, two groups of skilled and poor readers were identified. Poor readers showed significantly lower performance on measures of phonological and morphological…

Reading is a critical skill as it provides a gateway for other learning within and outside of school. Many children struggle to acquire this fundamental skill. Suboptimal design of books for beginning readers may be one factor that contributes to the difficulties children experience. Specifically, extraneous details in illustrations (i.e.,…

The purpose of this study was to determine the disruptive effect of unknown words on reading and to examine this effect in relationship to grammatical position and modification type. Forty second grade children from two different lower middle class, semirural schools were randomly assigned to the standardization group or the experimental group.…

This study used a longitudinal design to examine the possibility of a causal link between metacognitive knowledge and reading performance across time in a group of grade 2 Australian children (1989 cohort, N=100; 1990 cohort, N=90) with and without learning disabilities. Revaluation between 1 and 2 years later found: no relationship between…

A study was conducted (1) to determine if children select some strategies more frequently than others to comprehend story categories, and (2) to find out if children are able to talk about what they are thinking and doing as they read stories from a basal reader. Subjects, 30 second grade students reading at grade level, were randomly assigned to…

The effectiveness of the use of self-reported imagery strategies on children's subsequent memory performance was studied, and the coding redundancy hypothesis that memory is facilitated by using an encoding procedure in both words and images was tested. The two levels of reported memory strategy (imagize, verbalize) were crossed with "think…

Subjects within one reading level only were included in this study to determine reflective and impulsive subject groups on the basis of Matching Familiar Figures (MFF) test time and error scores within that reading level rather than over all levels, to use the same reading test passages for all subjects, and then to apply statistical tests of…

A study examined the theory that partially independent deficits in phonemic awareness and symbol naming speed contribute to reading disability. Subjects of the study were chosen from six second-grade classrooms to represent poor and average readers, rather than a regular class distribution. On the basis of AAT (phonemic deletion scores) and DNS…

Children's reading comprehension of explicit, implicit, and metaphorical information was investigated to determine the effects of grade level and recall task type. After reading prose selections containing the three types of information, 40 second and 40 fifth grade students were assessed on either cued or free recall tasks. Their comprehension…

A study was designed to measure the relationship between learning to read and learning to write at the elementary school level. Measures of phonics knowledge, reading vocabulary, spelling, reading comprehension, and grammatical and organizational complexity of writing were administered to 256 second grade and 253 fifth grade students. The findings…

A study investigated how knowledge of a word's meaning, phonology, and orthography influences who will become a poor reader and who will develop adequate skill. Subjects (38 students from a small Ontario, Canada, city) were selected in grade 2 for their poor reading ability and followed until they reached grade 4. Conditions were devised in which…

The ability of primary grade black students to recover deep structure and the degree to which that ability is affected by socioeconomic status, dialect, word recognition, and the child's management of syntactic structures in oral language (oral syntactic control) were investigated in a study involving 125 second grade students. The Deep Structure…

Thirty-seven second, 41 fourth, and 46 sixth graders were tested on low-level subcomponents of reading efficiency and high-level text comprehension to assess the relationship between the two parameters. High-level comprehension does not depend on efficiency of lexical access processes, but verbal memory span is important in high-level…