Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

The current study examined the use of sublexical clusters in normal and dyslexic readers. We focused primarily on onset consonantal clusters, but the use of rimes and digraphs was also considered. A segmentation paradigm, the separation of two adjacent letters in a word by a nonletter symbol, was used. We hypothesized that the effect of this…

The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual…

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals…

This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks…

It has been suggested that the differences observed for dyslexic readers compared to normal readers on tasks measuring visual sensitivity may simply be the result of differences between the two groups in general cognitive ability and/or attentional engagement. One common way to accommodate this proposal is to match normal and dyslexic readers on…

This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a…

According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and…

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or…

The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to…

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and…

Studies of basic (nonspeech) auditory processing in adults thought to have developmental dyslexia have yielded a variety of data. Yet there has been little consensus regarding the explanatory value of auditory processing in accounting for reading difficulties. Recently, however, a number of studies of basic auditory processing in children with…

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable…

This article examines what we know about effective adolescent writing instruction and what we still need to know. What we know is established by bringing together the findings from three sources: a comprehensive meta-analysis of experimental and quasi-experimental studies (Graham & Perin, 2007), a meta-analysis of single-subject design studies…