eTale 2022
Research briefs
Research brief
Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?
By George K. Georgiou, Karin Landerl, George Manolitsis, Minna Torppa, Alain Desrochers, Peter F. de Jong & Rauno Parrila
Published Georgiou, G.K., Landerl, K., Manolitsis, G., Torppa, M., Desrochers, A., de Jong, P.F. & Parrila, R. (2020). Reading and spelling development across languages varying in orthographic consistency: Do their paths cross? Child Development, 91(2), e266-e279, DOI: 10.1111/cdev.13218
Research brief
Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials
By Katharina Galuschka, Elena Ise, Kathrin Krick & Gerd Schulte-Körne
Published Galuschka, K., Ise, E., Krick, K. & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: A meta-analysis of randomized controlled trials. PloS ONE, 9(2), e89900, DOI: 10.1371/journal.pone.0089900
Research brief
The Role of Family on Pathways to Acquiring Early Reading Skills in Lusaka’s Low-Income Communities
By Tamara Chansa-Kabali & Jari Westerholm
Published Chansa-Kabali, T. & Westerholm, J. (2014). The role of family on pathways to acquiring early reading skills in Lusaka’s low-income communities. An Interdisciplinary Journal on Humans in ICT Environments, 10(1), 5–21.
Research brief
Ending the Reading Wars: Reading Acquisition from Novice to Expert
By Anne Castles, Kathleen Rastle & Kate Nation
Published Castles, A., Rastle, K. & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51, DOI: 10.1177/1529100618772271
Research brief
Assisted Repeated Reading with an Advanced-level Japanese EFL Reader: A Longitudinal Diary Study
By Etsuo Taguchi, Greta Gorsuch, Miyoko Takayasu-Maass & Kirsten Snipp
Published Reading in a Foreign Language, 2012, 24(1), 30–55.
Research brief
Early Predictors of Phonological and Morphological Awareness and the Link with Reading: Evidence from Children with Different Patterns of Early Deficit
By Anna J. Cunningham & Julia M. Carroll
Published Applied Psycholinguistics, 2013, 1–23. DOI: 10.1017/S0142716413000295
Research brief
Comparison of a Reading Fluency Intervention with and without Passage Repetition on Reading Achievement
By William J. Therrien, James F. Kirk & Suzanne Woods-Groves
Published Remedial and Special Education, 2012, 33(309), originally published online 23 June 2011. DOI: 10.1177/0741932511410360
Research brief
Developing Reading Fluency in EFL: How assisted repeated reading and extensive reading affect fluency development
By Etsuo Taguchi, Miyoko Takayasu-Maass & Greta J. Gorsuch
Published Reading in a Foreign Language, 2004, 16(2), 70–96.
Research brief
Reading Fluency Instruction: Moving Beyond Accuracy, Automaticity, and Prosody
By Timothy Rasinski
Published The Reading Teacher, 2006, 59(7), 704–706.
Research brief