The role of metalinguistic and socio-cognitive factors in reading skill

Abstract

We present here a review of recent research on the role of metalinguistic and socio-cognitive factors in reading skill. We first review research how morphological awareness and orthographic processing impact the acquisition of reading skill. We show that the first might account for change over time, and the second may not. We then turn to our new studies examining the interplay between these two factors in reading development. In each of these domains, we test predictions of theories of reading development. Finally, we turn to research on a very different set of variables, which we term socio-cognitive. We explore the factors that support academic outcomes for university students with a history of reading difficulties, including the role of a range of coping strategies and support services. Together, we hope that this review inspires new inquiry into understanding the factors that underlie successful reading acquisition. Key words: morphology, orthography, students with a history of reading difficulties We review here recent research on the role of metalinguistic and socio-cognitive factors in reading skill. This is a joint effort with two young researchers, and we focus primarily, though not exclusively, on research from our lab. Together, we describe collaborative research that has allowed us to explore learning across various domains and developmental stages.

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

“…A growing literature (e.g., Corkett et al, 2006; Deacon et al, 2012; Deacon, Tucker, & Bergey, 2017) suggests a large proportion of university students may struggle with reading, some of whom do not have a diagnosed LD or have received reading intervention or support (LD; e.g., Corkett et al, 2006; Deacon et al, 2012; Deacon, Tucker, Bergey et al, 2017). For instance, several studies have found that as many as a quarter of university students self-report having had difficulty acquiring reading skills as children (Bergey et al, 2017; McGonnell et al, 2007).…”