Attention deficit hyperactivity disorder (ADHD) and dyslexia are among the most common neurodevelopmental disorders of childhood. Donbaloğlu et al. (2025) compared the cognitive and reading performances of children with ADHD, dyslexia, and typically developing children. They also measured eye-tracking during … Continued
There seems to be an ever increasing reliance on game-based computer technology for early reading instruction. Consequently, McTigue et al.’s (2019) meta-analysis of the research into the effect and limitations of such instruction is timely. These researchers focused on GraphoGame, … Continued
Once students are reading, quantity of reading becomes increasingly important in terms of reading development. However, there is very little information on how much reading is sufficient. Wang et al. (2025) investigated this issue in their study. Below is a … Continued
Reading requires not just decoding words but also understanding the sentences and paragraphs in which those words occur. Biemiller (2025) makes the following arguments: The question then, is how do we increase the oral vocabulary and comprehension of students? ReferenceBiemiller, … Continued
Reading fluency is the ability to read text accurately (which requires good decoding skills, a large sight word vocabulary and a good understanding of morphology), at a good rate (similar to talking), and with appropriate expression (prosody). When students read … Continued