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        <title>Frontiers in Language Sciences | Reading section | New and Recent Articles</title>
        <link>https://www.frontiersin.org/journals/language-sciences/sections/reading</link>
        <description>RSS Feed for Reading section in the Frontiers in Language Sciences journal | New and Recent Articles</description>
        <language>en-us</language>
        <generator>Frontiers Feed Generator,version:1</generator>
        <pubDate>2026-09-15T00:21:04.319+00:00</pubDate>
        <ttl>60</ttl>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/flang.2026.1813257</guid>
        <link>https://www.frontiersin.org/articles/10.3389/flang.2026.1813257</link>
        <title><![CDATA[Narrative point of view as an instructional variable in English reading classrooms: Differential patterns of multidimensional reading performance]]></title>
        <pubdate>2026-09-09T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Jagdeep Panchal</author>
        <description><![CDATA[Narrative point of view is a feature of narrative texts, yet its role as a text characteristic in English language teaching remains insufficiently understood. This study examined whether first-person and third-person omniscient narration were associated with differential patterns of multidimensional reading performance among upper-primary English language learners. Drawing on a framework distinguishing processing-oriented dimensions from comprehension-oriented outcomes, the study investigated performance across Inferential Processing, Structural Coherence Processing, Micro-Level Comprehension, and Macro-Level Comprehension. A classroom-based quasi-experimental design was employed with 115 Grade 4 and Grade 5 learners. Using a counterbalanced design, participants completed reading tasks under first-person and third-person omniscient narration conditions. Reading performance was assessed through a multidimensional framework and analyzed using mixed-design analyses of variance. The findings revealed a significant overall effect of narration condition, with third-person omniscient narration associated with a modest advantage in composite reading performance. Significant interactions also emerged across assessment dimensions. First-person narration was associated with stronger Inferential Processing and Micro-Level Comprehension, whereas third-person omniscient narration was associated with stronger Structural Coherence Processing and Macro-Level Comprehension. A significant interaction between narration condition and grade level indicated that developmental differences were expressed differently across narrative contexts. The findings suggest that narrative point of view may represent a meaningful component of text design associated with differential patterns of multidimensional reading performance. By distinguishing processing-oriented dimensions from comprehension-oriented outcomes, the study contributes to a nuanced understanding of how narrative perspective relates to reading performance among English language learners and highlights the relevance of narrative design in reading contexts.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/flang.2026.1704202</guid>
        <link>https://www.frontiersin.org/articles/10.3389/flang.2026.1704202</link>
        <title><![CDATA[A question of time?—Relations between temporal auditory processing abilities and literacy skills over the course of primary school and how they are mediated by phonological processing]]></title>
        <pubdate>2026-04-22T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Sindy Weise</author><author>Jens Knigge</author><author>Gerd Mannhaupt</author><author>Claudia Steinbrink</author>
        <description><![CDATA[The role of temporal auditory processing for literacy development is still under debate. Current temporal auditory processing theories and models assume that relations between temporal auditory processing and literacy are mediated by phonological processing. However, no previous study with unselected children has simultaneously considered temporal auditory processing abilities from different timescales when testing this mediation. Additionally, it remains unclear whether mediation via phonological processing becomes weaker with increasing literacy experience. In the cross-sectional study presented here, German school children from grades 1 to 4 (N = 277) completed tablet-based tasks measuring rapid auditory processing, rhythmic auditory processing and phonological processing. Alphabetic and orthographic literacy were assessed with reading and spelling tests. Data were analyzed separately for children with early (grade 1 and 2) vs. more advanced (grade 3 and 4) literacy experience using multi-group structural equation modeling (SEM). In early readers and spellers, phonological processing was found to mediate the relations between temporal auditory processing (both rapid and rhythmic) and alphabetic literacy. In more experienced readers and spellers, phonological processing was found to mediate the relationship between rapid auditory processing and orthographic literacy. Direct relations between rhythmic auditory processing and literacy were significant only in early readers and spellers. Direct relations between rapid auditory processing and literacy were found only in more experienced readers and spellers. Thus, the findings indicate that in early literacy development, both rapid and rhythmic auditory processing are linked to (alphabetic) literacy via their effect on phonological processing. These results support key assumptions of temporal auditory processing theories and developmental models. In early literacy development, rhythmic auditory processing—presumably affecting suprasegmental (prosodic) speech processing—appears particularly relevant for literacy. In later literacy development, rapid auditory processing—likely influencing segmental (phonemic) speech processing—shows a stronger connection with literacy, partly mediated by phonological processing.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/flang.2025.1508098</guid>
        <link>https://www.frontiersin.org/articles/10.3389/flang.2025.1508098</link>
        <title><![CDATA[Effect of overlay but not electronic blue filters on reading time and eye movements of children with developmental dyslexia]]></title>
        <pubdate>2025-05-09T00:00:00Z</pubdate>
        <category>Brief Research Report</category>
        <author>José A. Barela</author><author>Rafaela C. Mazzolani</author><author>Isabela H. Garrett</author><author>Ana Maria F. Barela</author><author>Michel A. Hospital</author><author>Gabriella A. Figueiredo</author>
        <description><![CDATA[This study aimed to examine the effects of colored blue electronic and overlay filters on reading time and eye movements of children with and without dyslexia. Children with (n = 15, 11.1 ± 1.6 years old) and without dyslexia (n = 15, 10.6 ± 1.7 years old) seated on a chair, with their heads stabilized by a forehead and chin support. They read different texts shown on a 14-inch laptop screen with no filter, blue electronic filter, and blue overlay filter. Eye movements were recorded using an eye-tracking system (ETG 2.0–SMI), and the total reading time duration, number and duration of fixation, and number and duration of saccades were obtained. Children with dyslexia showed longer reading durations and higher numbers of both fixations and saccades. In addition, they read faster with the blue overlay filter compared with the other conditions. Furthermore, the blue overlay filter reduced the fixation duration and increased the saccade duration. These results show that a blue overlay filter improves reading time in children with dyslexia owing to changes in eye movement patterns.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/flang.2025.1472429</guid>
        <link>https://www.frontiersin.org/articles/10.3389/flang.2025.1472429</link>
        <title><![CDATA[Effects of graphic organizers on aesthetic reading experience]]></title>
        <pubdate>2025-03-11T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Akshay Mendhakar</author><author>Monika Płużyczka</author><author>Helmut Leder</author>
        <description><![CDATA[The aesthetics of reading have received relatively little research attention, particularly in the context of foreign language readers. In this study, we investigate the impact of text mining-powered graphic organizers (GOs) on aesthetic reading experience with English as a foreign language (EFL) readers. Shusterman's framework of aesthetics was applied to measure reading comprehension, experience, and literary beauty perception. A between-group experiment design (N = 52) was conducted, where Norwegian students enrolled in the International Baccalaureate classes of Lillestrøm High School were recruited. Participants in the experimental condition interacted with GOs before reading the first three chapters of English versions of Pride & Prejudice, while those in the control condition solely read the same texts without interacting with GOs. A statistically significant enhancement in comprehension scores across all subdomains —summarization, vocabulary, and overall comprehension—was associated with the use of GOs. However, the introduction of GOs did not improve or hinder the reading experience or the perceived literary beauty of the text. These findings highlight the efficacy of automatically extracted GOs in improving specific aspects of the aesthetic reading experience. The implications of such findings for individual domains of reading aesthetics and foreign language readers are discussed.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/flang.2024.1471040</guid>
        <link>https://www.frontiersin.org/articles/10.3389/flang.2024.1471040</link>
        <title><![CDATA[Design and validation of a Primary Reading Proficiency Test (PCL-P)]]></title>
        <pubdate>2024-11-27T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Laura Trimiño-Pérez</author><author>Jone Hurtado-Reina</author><author>Erlantz Velasco</author><author>Alaitz Martinez</author>
        <description><![CDATA[Reading proficiency is one of the most important skills to be developed by students at school. However, the data on reading proficiency performance in Spanish schoolchildren show a downward trend. Thus, to measure this performance, a reading proficiency assessment test has been developed for Primary School students (PCL-P). Based on a multilevel model (executive, functional, instrumental, and epistemic), the test content is evaluated by 5 pedagogical and linguistic experts (inter-judge agreement: Fleiss' Kappa was 0.88). After that, it is applied to a sample of 216 students (6–12 years old) of the autonomous community of the Basque Country. Cronbach's alpha was 0.83. On the other hand, the exploratory factor analysis (principal components method and Varimax rotation) results in 5 factors explaining 59% of the variance: (1) word and text recognition and structural understanding; (2) evaluation and critical reflection of information for the creation of new ideas; (3) advanced/deep reading strategies; (4) phonological awareness; and (5) structural understanding of language and detection of key elements. In conclusion, the PCL-P is a valid instrument for the assessment of reading proficiency in Primary.]]></description>
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