Purpose: This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1. Method: The language and early literacy skills of 229 children (Mage = 6.79, SD = 0.47) were tested at the end of kindergarten (vocabulary,…

Reading comprehension--understanding, interpreting, and evaluating written texts--is a highly complex construct that involves ''the process of simultaneously constructing and extracting meaning through interaction and engagement with print'' (Snow, 2002, p. 413) and requires "the most intricate workings of the human mind" (Huey, 1968, p.…

This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…

In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations…

The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…

The collocation frequency of words in the language environment contributes to early vocabulary development. Vocabulary size, in turn, predicts children's reading comprehension skills later in development. Both collocation frequency and reading comprehension have been connected to inferential reasoning at different time points in development. Here,…

Dynamic assessments (DAs) of word reading skills demonstrate strong criterion reference validity with word reading measures (WRMs). However, DAs vary in the skills they assess, their format and administration method, and the type of words and symbols used in test items. These characteristics may have implications on assessment validity. To compare…

This study aimed to examine the effect of reading attitude and reading engagement on reading skills success and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data for this research was collected in the spring of 2021. The "Reading Success Scale," "Reading…

Background: People with aphasia (PWA) frequently experience difficulties in understanding longer written content such as paragraphs or books. Reading strategies are a promising approach to treat text-level reading comprehension deficits in PWA. Nevertheless, empirical evidence for their efficacy remains rare. Aims: The primary objective of this…

The purpose of this qualitative descriptive study was to explore how reading teachers in southern urban schools described their use of prior knowledge and text clues in instructing high functioning ASD students in their use of inferencing to improve their reading comprehension. There were three research questions used in this study: RQ1: How do…

Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we…

This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain.

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…

This article discusses language comprehension and developing skills with emergent readers, in particular verbal reasoning and language structures, that are necessary for later reading comprehension.

While the extant literature emphasizes the role of Phonological Awareness (PA) and Rapid Automatized Naming (RAN) in children's developing reading comprehension and vocabulary acquisition skills, there has been a paucity of information on the contributions made by other factors such as Morphological Awareness (MA). Although evidence of a…