The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast…

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated: (1) whether…

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether…

Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…

Reading comprehension is an important skill throughout all stages of education. However, Portuguese pupils still demonstrate difficulties in understanding what they read. In addition to cognitive and psychological factors, it is important to understand how this skill is addressed in textbooks. Here, we examined how reading comprehension is…

Diversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist…

Improving literacy outcomes in sub-Saharan Africa is a central focus of national governments, donors and non-governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the…

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these…

I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is…

The differences and similarities in the word recognition and reading comprehension skills of monoliterate Albanian-Greek (ML2), biliterate Albanian-Greek (BL2) and monolingual (L1) children in grades 3-6 were examined in two cross-sectional studies. Participants completed standardized and experimental tasks measuring cognitive, oral language and…

Purpose: The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method: Data were obtained from 64 African American school-age children between the…

Purpose: This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness,…

From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in…

The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we…

Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…