This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…

The present study examined the strategies used by Greek novice readers in the initial phases of reading acquisition. Fifty (50) children were assessed at four successive testing periods throughout 1st grade of Primary School. Thus, 21 boys (42%) and 29 girls (58%) participated in this study. Their mean age at the beginning of the study was 74.43…

This study aimed to study the association between diglossic reading skills and reading comprehension in first grade students with and without learning disabilities. In this study population, students presented diglossia in literary and colloquial Arabic: 30 first grade students with learning disabilities and 30 first grade students without…

The purpose of the current study was to examine whether morphological awareness measured before children are taught to read (Kindergarten in Israel) predicts reading accuracy and fluency in the middle of first grade, at the very beginning of the process of learning to read pointed Hebrew -- a highly transparent orthography, and whether this…

Movement is essential for learning. Previous research explored the relationship between movement and academic performance, however, evidence regarding the specific gross motor skills related to reading and spelling is lacking. The current study, therefore, investigated the effect a perceptual-motor intervention had on the relationship between…

The universal role of phonological processing skills for reading acquisition has been established in many different languages including Arabic. However, in Arabic little knowledge exists about the development of wide-range of phonological tasks and about the correlations between them. We longitudinally studied the developmental trends and…

Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded…

We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid-automatized naming), word reading, and listening comprehension to online reading processes (eye movements), and their relations to reading comprehension. A total of 292 students were assessed on working memory and…

This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1-12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000…

Research Findings: Parent involvement is a critical way for children to learn about the importance of education and develop reading skills. Unfortunately, not all low-income parents are able to be involved in their children's education, which can have negative implications for children's reading development. The present study tested if the…

We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten,…

Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid-naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system…

Several studies have tested the validity of the simple view of reading model by examining various degrees of orthographic depth. This study aims to validate this model in both transparent and deep versions of Arabic. In addition, the contribution of the basic components of decoding and listening comprehension to reading comprehension in the…

Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…