The purpose of this study was to determine the relation between reading and working
memory (WM) in the context of 3 major theories: the domain-specificity theory (debate) of …

The past few decades have witnessed a growing interest in how second language (L2)
learners come to read in languages employing non-alphabetic writing systems such as …

We report on a study that used observations, conversations, and formal interviews to explore
literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report …

The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's
second-language (L2) proficiency is, to some extent, a function of their first-language (L1) …

The present study is an examination of the contribution of bilingualism to trilingualism,
namely the influence of learning two different orthographies on learning a third. The …

Research has shown that language and literacy skills in a first language (L1) are related to
performance in a second language (L2) and that these relations are reciprocal. However …

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This cross-sectional study investigated contributions of phonological awareness (Elision and
blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword …

Current Arabic reading instruction places strong emphasis on orthographic skills and little
emphasis on phonological and morphological skills. Yet, the role of each skill in reading …

This study examined the effects of an intervention helping struggling readers improve their
reading and writing skills in English as a foreign language (L2), and those same skills in …