Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

711
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
711
Language and Cognition01:27

Language and Cognition

892
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
892
Language Development01:22

Language Development

1.1K
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
1.1K
Information Processing Approach01:30

Information Processing Approach

891
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
891
Health Literacy01:21

Health Literacy

4.7K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
4.7K
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

4.2K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
4.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children.

Annals of dyslexia·2026
Same journal

Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1.

Annals of dyslexia·2026
Same journal

Analyzing state dyslexia legislation through the lens of oral language: an exploratory study.

Annals of dyslexia·2026
Same journal

Back on track: remediating developmental dyslexia with a home-based multi-component program.

Annals of dyslexia·2026
Same journal

Using latent profiles to evaluate response to a language-based intervention.

Annals of dyslexia·2026
Same journal

Public awareness, knowledge and attitudes towards dyslexia in China.

Annals of dyslexia·2026

Related Experiment Video

Updated: May 6, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K

How children learn to read and why they fail.

P B Gough1

  • 1University of Texas at Austin, USA.

Annals of Dyslexia
|November 16, 2013
PubMed
Summary

Reading comprehension involves natural language skills and explicit decoding instruction. Early phonological awareness training is crucial for decoding, alongside phonics and practice for reading success.

Area of Science:

  • Cognitive Psychology
  • Education
  • Linguistics

Background:

  • The simple view of reading posits comprehension as a product of listening comprehension and decoding.
  • Reading acquisition is debated as either a natural or unnatural process.

Purpose of the Study:

  • To contrast natural vs. unnatural views of reading acquisition.
  • To examine the roles of listening comprehension and decoding in reading.
  • To propose an optimal instructional approach for early reading.

Main Methods:

  • Literature review and theoretical analysis.
  • Examination of evidence regarding implicit vs. explicit instruction for decoding.
  • Synthesis of research on phonological awareness and reading development.

More Related Videos

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.1K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.5K

Related Experiment Videos

Last Updated: May 6, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.1K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.5K

Main Results:

  • Reading comprehension relies on natural language acquisition processes.
  • Decoding requires explicit instruction, not mere exposure to sight words.
  • Explicit phonological awareness instruction is beneficial before formal reading instruction.

Conclusions:

  • Effective reading instruction integrates explicit phonological awareness and decoding skills.
  • Phonics instruction and extensive reading practice are essential for reading success.
  • A balanced approach, emphasizing both natural language and explicit skills, is key.