Purpose: Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of the rich statistical regularities in the writing system. Reading skills in developing first- and second-language readers in English have been shown to be predicted by individual differences in sensitivity to regularities in mappings…

Purpose: To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method: We examined whether the multisensory phonological training in combination with syntactic training…

Skilled reading requires the convergent brain network between spoken language and reading. Here, we examined the developmental changes in this convergent network between beginning and skilled readers. We used fMRI data from 41 adults (aged from 20 to 21 years) and 21 children (aged from 9 to 12 years) who performed a Chinese word sound matching…

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…

Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency…

This study examined whether strong cognitive skills (i.e. vocabulary, rapid naming, verbal working memory [VWM], and processing speed [PS]) contributed to resilience in single-word reading skills in children at risk for reading difficulties because of low phonological awareness scores (PA). Promotive factors were identified by main effects and…

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded…

The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and…

This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using…

It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education ("EduYears") to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample…

Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal…

We examined the relationship between morphological awareness and word reading skills in syllabic Hiragana and morphographic Kanji. Participants were 127 Grade 1 Japanese-speaking children who were followed until Grade 2. The results showed that Grade 1 morphological awareness was uniquely and comparably associated with word reading skills in both…

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting…