Successful reading comprehension--especially in a second language (L2)--relies on the ability to monitor one's comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent…

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading…

Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the…

The ability to read is the gateway to success in modern knowledge-driven societies. Thus, it is vital to make sure that no child is left behind in his or her endeavor to acquire the cognitive processes needed to understand age-appropriate texts. One significant milestone on the way to reach proficiency in this respect is memorization of certain…

The study assessed the eye movements of 60 adult German readers during silent reading of target words, consisting of two and three syllables, embedded in sentences. The first objective was to assess whether the inhibitory effect of first syllable frequency, which was up to now primarily shown for isolated words, generalises to natural reading. The…

Uses preschool tests of general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool as independent measures predicting performance on second-grade reading comprehension, word discrimination, and word decoding speed. Finds differential main effects and interactions but a…

The present work examined the influence of topic interest on the strength of different components of text representation and long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality characteristics were assessed to control for alternative explanations of interest effect, A total…