The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…

The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word…

Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic…

The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a…

We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in…

A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks:…

Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla…

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…

The double-deficit hypothesis (DDH) of the developmental dyslexias (Wolf and Bowers, "Journal of Educational Psychology", 91, 415-438, 1999) was investigated with 149 adolescents and young adults (age range?=?16 to 24 years) with dyslexia. Confirmatory factor analysis indicated that a two-factor model with separate naming speed (NS) and…

To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample…

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers…

The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and…

An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were…