In this century, the value of information has become more significant; reflecting this change, focus has shifted to preparing pupils for the functional use of reading. Therefore, the latest international assessments of reading literacy are set up to address this kind of knowledge. Significant numbers of individuals are performing below the minimum…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

A key characteristic of individuals with autism is communicative dysfunction. Specifically identifying the appropriate use of pragmatic skills such as phrasing and syntax. When looking at expressing phrasing (producing of word groups), communication research has highlighted a significant group difference between students with autism and typically…

The role of morphology in learning to read can vary widely across languages and is related to the extent to which the morphological system is a dominant feature of the specific language. The present study focuses on Arabic, a Semitic language written in an "abjad" (consonantal writing system) and characterized by rich morphological…

Dyslexie is a specialized font style that was designed to enhance reading performance in students with reading disabilities. The present study sought to examine Dyslexie's impact, compared to two commonly used fonts, on reading performance while controlling for Dyslexie's large size and spacing. We recruited 36 fourth and fifth grade students…

Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third,…

Background: Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter-individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters…

In this study, we investigated fifth graders' (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children…

We examined the relative contribution of visual abilities, accessibility of letter names, and phonological awareness, to text reading speed and accuracy of Arabic in first, third, and fifth grades. The results revealed that for all levels of skill, phonological awareness contributes significantly to reading accuracy, to the same degree. For…

This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the…

The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…

The aim of this follow-up study was to examine the progress made by 13 Greek-speaking precocious readers in phonological awareness, reading and spelling from the fourth to sixth grades of primary education, and to compare their progress with that of 11 nonprecocious reader classmates. It was hypothesised that because of the linguistic…

The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not accuracy was normally distributed across all ages considered. The role of specific effects…

The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n = 16) acted as a control group. After a midpoint test, the design was switched. The training material…

An account was tested of the development of the interplay between automatic processes and cognitive resources in reading. According to compensatory-encoding theory, with advancing skill, readers increasingly keep automatic processes from faltering and provide timely, accurate data to working memory by pausing, looking back, rereading, and…