The validity of definitional models of development dyslexia (DD) derived from the difference between intelligence and reading quotients, is challenged by the failure of these models to consider expected developmental changes in the relationship between these constructs. The purpose of this study was to examine age-related changes in the correlations between verbal and nonverbal intelligence and...

An automated reading tutor that models and evaluates children's oral reading prosody should also be able to respond dynamically with feedback they like, understand, and benefit from. We describe visual feedback that Project LISTEN's Reading Tutor generates in realtime by mapping prosodic features of children's oral reading to dynamic graphical features of displayed text. We present results from...

Feel lonely? What about reading books? Book is one of the greatest friends to accompany while in your lonely time. When you have no friends and activities somewhere and sometimes, reading book can be a great choice. This is not only for spending the time, it will increase the knowledge. Of course the b=benefits to take will relate to what kind of book that you are reading. And now, we will conc...

Understanding how we read is a fundamental question for psychology, with critical implications for education. Studies of word reading tend to focus on the mappings between the written and spoken forms of words. In this paper, we review evidence from developmental, neuroimaging, neuropsychological, and computational studies that show that knowledge of word meanings is inextricably involved in wo...

Although experimental studies have shown a strong impact of text layout on the legibility of etext, many digital texts appearing in eBook or the internet use different designs, so that there is no straightforward answer in the literature over which one to follow when designing ematerial. Therefore, in this paper we shall focus on the text layout, particularly the influence of line length on rea...

The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the par...

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the purpose of this paper was to see whether any significant relationship exists among efl learners’autonomy, left/right brain dominance, and reading comprehension of the academic reading and generalreading modules of ielts examination. to this end, 100 female efl learners were randomly selectedfrom those who were attending ielts preparatory courses at a language school in tehran. allparticipan...