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writing is an important tactic for learning from text and the summaries provide information on students' comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each language, we examined the performance of students identified as typically developing, poor decoders, or poor comprehenders. Participants were 246 grade 8 students enrolled in English immersion programs in China. Measures included English word reading and reading comprehension, Chinese word reading and reading comprehension, and nonverbal ability. Students' text-absent summaries of an English 254-word expository passage were analyzed for the number of themes, main ideas, important details, and unimportant details. Using latent profile analysis, participants were identified as typical readers (TR, n = 123), poor decoders (PD, n = 74), or poor comprehenders (PC, n = 49) in English, and TR (n = 129), PD (n = 74), or PC (n = 43) in Chinese, based on word reading and reading comprehension in both English and Chinese. MANCOVA results showed that after controlling for nonverbal ability, in the English-defined groups, the TR group outperformed PD and PC on themes, main ideas, and important details; in the Chinese-defined groups, the TR group outperformed PD and PC on themes, TR performed better than PC on main ideas and important details, and PD outperformed PC on main ideas. Discussion focuses on the difficulties faced by bilingual students with reading difficulties and on the potential of summary writing instruction to improve their comprehension and learning processes., (© 2022. Crown.)

Purpose: The purpose of this study was to examine the relationship between parent concerns about children's oral language, reading, and related skills and their children's performance on standardized assessments of language and reading, with a particular focus on whether those relationships differed between children recruited for in-school versus online participation., Method: This study used data from a larger, longitudinal project focused on children with and without developmental language disorder (DLD) and/or dyslexia. The "in-school" sample ( n = 133) completed assessments in-person before school closures, and the "online" sample ( n = 84) recruited via advertisements completed assessments online. Parents completed a checklist of concerns. All children completed norm-referenced assessments of language and reading., Results: The two recruitment strategies yielded samples that differed in racial diversity (higher in the in-school sample), caregiver education levels (higher in the online sample), and word reading test scores (higher in the online sample). Parents in both samples reported higher levels of concerns about literacy skills than oral language skills, and the correlation between parent concerns about literacy and children's word reading test scores was stronger than the correlation between parent concerns about oral language and children's language test scores., Conclusions: Researchers and clinicians should be aware of how recruitment strategies and assessment modalities (e.g., in-person vs. tele-assessment) may impact participation in studies and clinical service. A reliance on parent concerns about oral language to prompt a language evaluation may contribute to low rates of identification of children who meet criteria for DLD. Future research can consider parent concerns about literacy, attention, and executive functions as indicators of a need for language evaluation, especially considering the high comorbidity between language and other developmental disorders.

Referring to the "vital parts" of speech that do not appear in print, E. B. Huey (1908/1968) described prosody in reading as "the rise and fall of pitch and inflection, the hurrying here and slowing there, what we have called the melody of speech." In this paper, we discuss the role prosody plays in reading, contextualized in the Reading Systems Framework, as a source of linguistic knowledge that impacts the orthographic system, the lexicon, and comprehension processes in tonal and non-tonal languages. Prosody at the word, phrase, and discourse levels is considered. We also review empirical evidence from experimental, longitudinal, and training studies to show the current state of knowledge about the role of prosodic competence in reading development. We conclude the paper with recommendations for future directions in research. [ABSTRACT FROM AUTHOR]

Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness. Methods: 103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory. Results: Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes. Conclusions: Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed. Implications for Practice: What is already known about this topic Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation). Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers. Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks. What this paper adds Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading. Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development. Implications for theory, policy or practice Theoretical models of phonology and reading can be extended to include suprasegmental processes. For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology. Tasks of phonology and reading with increasing complexity impose greater demands on the executive system. The relationship between cognitive flexibility and reading needs to be considered in theoretical models of reading. [ABSTRACT FROM AUTHOR]