This study compared reading rate to reading fluency (as measured by a rating scale). After listening to first graders read short passages, we assigned an overall fluency rating (low, average, or high) to each reading. We then used predictive discriminant analyses to determine which of five measures--accuracy, rate (objective); accuracy, phrasing,…

The present study aimed to explore the nature of developmental dyslexia in a language considered to have a transparent orthography, namely, Dutch. We assessed the accuracy and efficiency of decoding words and pseudowords with four lengths as well as three types of phonological ability in 2,760 typical children and 397 peers with dyslexia across…

As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the…

It was observed in this research how endurance status of fluent readers and poor readers changed as the text became longer. 40 students of the primary school 4th-grade, 20 were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilised in the data collection process. Students' oral readings were…

Metonymic words have multiple related meanings, such as "college", as in the building ("John walked into the college") or the educational institution ("John was promoted by the college"). Most researchers have found support for direct access models of metonymy but one recent study, Lowder and Gordon (2013), found…

In this study we explore students' reading rates in grades 1-3. We begin with a short history of reading rate as an assessment measure in the early grades. Next, we share rate data from a recent study (N = 305) where children's contextual reading was assessed with a traditional passage-reading inventory. A comparison of our average grade-level…

Phonological and morphological awareness and its correlation with reading punctuated and non-punctuated words in Arabic as a first language were examined, as well as its transfer to Hebrew as a second language. Research participants were 30 fourth grade pupils. Phonological awareness was examined by phonological decoding of actual and meaningless…

The present study evaluated which components within the simple view of reading model better predicted reading comprehension in a sample of bilingual language-minority children exposed to Italian, a highly transparent language, as a second language. The sample included 260 typically developing bilingual children who were attending either the first…

The current study used the learning hierarchy/instructional hierarchy phases of acquisition and fluency to predict intervention effectiveness based on preintervention reading skills. Preintervention reading accuracy (percentage of words read correctly) and rate (number of words read correctly per minute) were assessed for 49 second- and…

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:…

The present response time study investigated how a hypothesized time-based working memory constraint of 2-3 s affects the resolution of grammatical and semantic dependencies. Congruent and incongruent object relative (OR) and subject relative sentences were read at different presentation rates so that the distance between dependent words was…

The purpose of the study was to examine the relationship between the challenge level of text and early readers' reading comprehension. This relationship was also examined with consideration to students' word recognition accuracy and reading rate. Participants included 636 students, in Grades 1-3, in a southeastern state. Results suggest that…

Tools for assessing decoding skill in students attending elementary grades are of fundamental importance for guaranteeing an early identification of reading disabled students and reducing both the primary negative effects (on learning) and the secondary negative effects (on the development of the personality) of this disability. This article…

We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…

Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…