Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models…

Research has widely demonstrated the contribution of word reading, listening comprehension skills, and oral reading fluency to reading comprehension performance. However, the existence of reciprocal relations among these skills has been investigated less frequently. The authors examined the directionality of the relations among reading…

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

This study investigated multiple models for assessing oral reading fluency, including 1-minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine…

The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…

Concludes that cue systems within words (graphics) are affected by syntactic and semantic cue systems within the sentences. (RB)

Reports on research designed to determine the development in comprehension of selected pronoun-referent structures. Some of the conclusions were that noun phrase pronominal structures were easier to comprehend than sentential pronominals and that structures with forward reference were easier to comprehend than those with backward reference. (MKM)

Presents the results of a study of sex differences in reading achievement in four English-speaking nations, concluding that sex differences in reading ability as measured by tests may be related to cultural factors. (RB)

Examines the nature of children's sense of theme in narratives as it develops over three age levels--kindergarten, second grade, and fourth grade--and investigates the role of literature in that development. Concludes that thematic identification is an early developmental strategy. (MM)