The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second…

This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English…

This document provides information about Wyoming Test of Proficiency and Progress (WY-TOPP) English Language Arts (ELA/comprehension) performance rates for each of the eight Fremont County school districts. This information is intended to help the Wyoming Department of Education (WDE) and the Region 11 Comprehensive Center develop and implement a…

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…

Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students' concepts of…

Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80…

Research in cognitive science and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I…

Speech-language pathology has different practice and research histories, standards, methods, and challenges in different countries and regions. Awareness of these different realities may contribute to the scientific development of the field and improve the services delivered to different populations. Sharing solutions to similar problems in…

We translated and report on the psychometric properties of English and French versions of two reading difficulties screening tools for junior/community college students. We administered the Adult Reading History Questionnaire-Revised (ARHQ-R) (Parrila, Georgiou, & Corkett, 2007) to 1889 students enrolled in compulsory language courses in…

This descriptive study examines when and how students use Russian-English dictionaries while reading informational texts in Russian and what success they have with word lookup. The study uses introspective verbal protocols (i.e., think-alouds) to follow how readers construct meaning from two texts while reading them for a limited time first…

The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic--a Semitic language characterized by diglossia--in which the oral and written varieties differ across language components. This study examined the relationship among…

We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer ("Remedial and Special Education," 7:6-10, "1986") for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading…

This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within-group…

The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological…