Background and aims: Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions…

Children now use digital devices for learning and leisure activities. The study assessed children's ability to read from computers, smartphones and printed sheets. We provided 60 children aged seven to ten years with reading material and recorded the time taken by them to complete reading and their navigation pattern and eye movements using…

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and…

Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using…

There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced…

Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…

The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts,…

Fast and average readers were tested on four tasks. Fast readers appear to pick up more information per fixation on structured textual material, and had a greater span of apprehension for unrelated elements. Results disagree with the view that reading speed depends solely on ability to infer missing information. (CHK)

A study examined adult readers' phrasing ability to determine (1) if passage difficulty was a salient variable in readers' sensitivity to phrase boundaries in reading; (2) if phrase sensitivity was an issue of concern for young adult readers; and (3) if difficulties in phrasing were due to an overabundant or an inadequate sensitivity to phrase…

This study examined the adaptability of reading rate to passage difficulty under different conditions of task-induced processing. Sixteen experimental passages varying in subject matter and ranging from 85 to 171 words were selected from a set of 32 texts rated for comprehensibility. The eight easiest and eight hardest texts were selected. Another…

Composite measures of reading performance and symbol-processing speed were analyzed in a total of 105 reading-disabled children (age 7-12) and 97 controls over an interval of 4-8 years. Rates of change in reading performance were highly similar for subjects and controls, but differences in symbol-processing speed increased as a function of age.…

The National Assessment of Reading was not based on any one particular approach to the subject of reading. Its primary assumption was that information would help anyone who is interested in reading--regardless of his approach to the subject--determine for himself how well Americans read. The results of this assessment are reported according to a…

Subjects within one reading level only were included in this study to determine reflective and impulsive subject groups on the basis of Matching Familiar Figures (MFF) test time and error scores within that reading level rather than over all levels, to use the same reading test passages for all subjects, and then to apply statistical tests of…

Three experiments examined the relationship between reading skill and decoding. Children decoded and matched words and pseudowords of different syllable lengths presented in both aural and printed form. Prior verbal experience was manipulated. Decoding differences were not wholly attributable to prior experience with word units, as processes…