According to previous research, speakers of European languages parse regularly-inflected, morphologically-complex words into stems and grammatical affixes during word recognition. In contrast, some studies suggest that late second language (L2) learners do not. We ask how these types of words are processed in Arabic, a language whose primary…

Inference-making is integral to reading comprehension, defined as information 'retrieved or generated during reading to fill in information left implicit in a text'. However, there are few studies regarding the inferencing of young emergent multilinguals that account for multilingualism and culture, attend to the learning processes influenced by…

This study aimed to investigate the effect of written cues on the second- language (L2) language perception, processing, and word learning, especially when the person's first language (L1) belongs to a different rhythmic type of language than L2. The first objective was to examine whether late bilinguals as L2 learners can benefit more from…

We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the response to intervention and formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary…

Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special…

The current study aims to examine the effects of using Quizlet on foreign language learners' vocabulary learning success. Another aim of this study is to investigate the possible effects of Quizlet on learners' perceptions about vocabulary learning. The study implemented a mixed method research design. The study involved eighth grade students as…

The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word…

Previous research has reported an imageability effect on visual word recognition. Words that are high in imageability are recognised more rapidly than are those lower in imageability. However, later researchers argued that imageability was confounded with age of acquisition. In the current research, these two factors were manipulated in a…

Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child's comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of…

Skilled reading depends on recognizing words efficiently in isolation ("word-level processing"; "WL") and extracting meaning from text ("discourse-level processing"; "DL"); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as…

Reader expectations form across hierarchical scales of discourse (e.g., from coarse to fine: genre, narrative, syntax). Cross-scale interactivity produces word reading times (RTs) with multifractal structure. After introducing multifractals, we test two hypotheses regarding their relevance to reader expectations: (1) multifractal evidence of…

Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief…

This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students' attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial…

The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…

Research has shown that early intervention can help change a student's trajectory, helping them become more successful in school and decreasing the likelihood that they will leave school before receiving their high school diploma. Because African-American students fare worse than their peers on early reading assessments, they are the focus of this…