Reading Fluency: The Whole is More Than its Parts: A Cross-Linguistic Investigation of Reading Fluency
Tami Katzir

About the research


NAEd/Spencer Postdoctoral Fellowship

Award Year



Harvard University

Primary Discipline

Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Bates, Devescovi, & Wulfeck, 2001). Examining the differential strengths and weaknesses of average-achieving and struggling readers in contrasting orthographies can help illumine both the more universal aspects of reading development, as well as the language-specific attributes. The aim of this study is to investigate the shared and distinctive characteristics of readers from two cultures on reading and reading fluency across Hebrew and English orthographies. We will compare the performance of 80 Hebrew- and English- speaking children with and without reading challenges in fourth grade on a battery of cognitive, linguistic, and reading measures, as well as on their attitudes towards reading and home literacy background. Implications for reading assessment and intervention in the two languages will be discussed.
About Tami Katzir

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