Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…

This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research…

Letter name knowledge (LNK) is a key predictor of later reading ability and has been emphasized strongly in recent educational policy. Studies of LNK have implicitly treated it as a unidimensional construct with all letters equally relevant to its measurement. However, some empirical research suggests that contextual factors can affect the…

"Reading maturity" is a construct that looks broadly at reading development encompassing not only basic reading skills but reading habits, attitudes, and dispositions. It has a rich history and this article calls for a need to make reading maturity a necessary part of the literacy curriculum. It offers a working description and reviews…

The relations between reading, auditory, speech, phonological and tactile spatial processing are investigated in a Dutch speaking sample of blind braille readers as compared to sighted print readers. Performance is assessed in blind and sighted children and adults. Regarding phonological ability, braille readers perform equally well compared to…

Although language experience is a key factor in successful foreign language (FL) learning, many FL learners fail to achieve performance levels that were predicted on the basis of their FL experience. This retrospective study investigated early cognitive and linguistic correlates of learning English as a foreign language (FL) in a group of…

The purpose of this quantitative study was to determine what, if any, impact that attending a four year old kindergarten program had on five year old kindergarteners reading ability as measured by Dominie testing, compared to those five year olds who did not attend a four year old program at Inman Elementary School. The significance of this study…

Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy…

The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

This article highlights two bilingual families who participated in a larger study titled "Revaluing Readers and Families." Drawing on multiple theoretical perspectives to highlight the experiences of a Greek and English speaking family and a Spanish and English speaking family, this article explores how these two bilingual families…

The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion-referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical…

This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may…

Research on the reading skills of monolingual children has established a convergent skills model for acquisition involving context-free decoding, language comprehension, and visual and phonological processing. This study sought to identify the predictors of Primary One bilingual children's reading accuracy and reading comprehension in English.…

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds…