We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships:…

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low…

This study examined how Chinese children acquire the untaught positional constraints of stroke patterns that are embedded in left-right structured and top-bottom structured characters. Using an orthographic regularity pattern elicitation paradigm, 536 Hong Kong Chinese children at different levels of reading (kindergarten, 2nd, and 5th grades)…

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group…

We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and…

Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized…

In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was…

We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6;…

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…

We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N = 3,308) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort. Multilevel logistic…

Reading provides information across the curriculum. Thus, to the extent that fundamental (i.e., generalizable) reading comprehension strategies can be taught, the benefits should be found in multiple domains. To test this claim, children in the third and fourth grades read by simulating text content using the two-part, embodied "Moved by Reading"…

We report the associations between phonological awareness and orthographic knowledge in readers of alphasyllabic Kannada. Less fluent 9- to 12-year-olds with lower orthographic knowledge were at floor on phoneme tasks, but more fluent readers, with greater orthographic knowledge, showed significant phonemic awareness. Orthographic knowledge,…

We examined whether French third- and fifth-grade children rely on morphemes when recognizing words and whether this reliance depends on word familiarity. We manipulated the presence of bases and suffixes in words and pseudowords to compare their contribution in a lexical decision task. Both bases and suffixes facilitated word reading accuracy and…

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal…

The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for…