There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in…

Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…

Statistical views of reading highlight the link between proficient literacy and the assimilation of various regularities embedded in writing systems, including those in the mapping between print and meaning. Still, orthographic-semantic (O-S) regularities remain relatively understudied, with open questions regarding 3 issues: (a) how O-S…

Purpose: We employed a time-gated word recognition task to investigate how children who are hard of hearing (CHH) and children with normal hearing (CNH) combine cognitive-linguistic abilities and acoustic--phonetic cues to recognize words in sentence-final position. Method: The current study included 40 CHH and 30 CNH in 1st or 3rd grade.…

The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which…

The present study tested the self-teaching hypothesis in orthographic learning in Chinese and examined the roles of semantic radicals and writing practice. Twenty-four Mandarin-speaking third graders read and comprehended eight two-sentence stories in a read-twice condition and eight in a read-write condition. Each story contained two…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of…

Many out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction. Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic…

This study investigated Chinese children's development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198…

The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced…

During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…

This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., "spynitch" to "spinach"). Psychometric properties of the Mispronunciation Correction Task (MCT), a…

This study examines, within the domain of science, the characteristics of words that predict word knowledge and word learning. The authors identified a set of word characteristics--length, part of speech, polysemy, frequency, morphological frequency, domain specificity, and concreteness--that, based on earlier research, were prime candidates to…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…