The Reading Acceleration Program (RAP), which uses adaptively increasing text erasure rates to enforce reading rate improvements, has been positively evaluated in various languages, reader and age groups. The current study compared the established incremental increase of text erasure rate with a training using fixed erasure rates in two groups of…

The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…

Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…