This paper discusses the impact of orthographic manuals on the state of literacy, i.e. the relation of orthographic literacy and orthographic standardisation. The established hypothesis claims that frequent changes of orthographic rules during the pupils’ primary and secondary education do not have any considerable impact on their orthographic habits. In other words, the quantity of orthographic mistakes observed during a longer period of time and in conditions of changed orthographic rules would not show significant oscillations in their spelling. In order to confirm the hypothesis, a questionnaire was conducted encompassing 41 tests among 526 students of a technical study programme during four consecutive academic years, pursuant to whose results a writing uniformity index and a categorisation of orthographic controversy into six classes is established. The Croatian language has been selected for the observation due to multiple orthographic changes in the last 30 years in the three major orthographic points: writing of the covered r, writing of d and t in front of c and č in declination of words ending in -tak, -tac, -dak and -dac, and the issue of compound or separate spelling of the negation particle and the auxiliary biti (to be). Moreover, the paper methodologically and quantitatively establishes criteria according to which the second established hypothesis on evolutionary orthographic literacy can be confirmed. The conclusions are expected to be able to contribute to the better understanding of orthographic planning and application of orthographic norms in schools.

This short paper raises and answers a question related to orthographic lexicography in general and its reference to efforts in making contemporary dictionary portals. As orthographic dictionaries have not yet been researched as a specialized lexicographic variety, part of their metalexicographic description in those European languages that have online normative orthographic dictionaries is presented. Metalexicographic elements that are analyzed were chosen from the perspective of casual and professional users and online dictionary visitors. Regardless of the fact that this is a specific kind of dictionary, as well as of the fact that European orthographic tradition and practice is quite heterogeneous, the belief that the European Dictionary Portal should also include available online orthographic dictionaries is defended. An argument in favor of this could contribute to an awareness of the importance of orthography for online dictionary users, even in those languages whose written form greatly corresponds to the spoken form.

Reading proficiency is requisite in our read-to-learn educational system, yet two-thirds of American students are not proficient readers. Assuring educational equity means supporting all learners with multiple component reading interventions that individually scaffold students while remediating weak literacy skills and providing intensive and sustainable intervention early. This study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Grade levels of students were assigned to either the treatment intervention or the typical practice condition; and all students were pre-and post-tested using EasyCBM Reading Benchmarks. Students scoring at/below the 30^th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students in the treatment condition received Readable English and students in typical practice condition continued to receive Amplify CKLA during their regular ELA times for 45—60 hours. Students receiving Readable English significantly outperformed students in the typical practice condition on measures of oral reading fluency, reading rate, accuracy, and passage comprehension. Raw scores, growth scale values, and grade equivalents are reported, and implications for practice are discussed. In a school year fraught with pandemic instructional interruptions and learning loss, elementary students in the intervention condition averaged a year’s worth of growth in reading fluency and nine months of growth in reading comprehension compared to three- and five-months fluency and comprehension growth in the typical practice condition. Students in the Readable English condition experienced meaningful gains in reading rate and accuracy that will give exponential word reading volume dividends to students able to read text faster and more accurately going forward. This study adds to accumulating evidence that multiple component reading programs designed to reinforce fluency skills also support reading comprehension gains for all students.

Abstract: Letter migrations between words in reading aloud (e.g., reading "cane love" as "lane love" or "lane cove") are known to result from a deficit in the visual-orthographic analysis and characterize attentional dyslexia. In spontaneous speech, individuals with impairment in the phonological output buffer may show migrations of phonemes between words. The purpose of this study was to examine whether migrations between words in reading aloud can also result from a deficit in the phonological output buffer, to explore the characteristics of migrations resulting from orthographic input and from phonological output deficits, and to examine methods to distinguish these two sources. Using tasks of reading aloud of 92-182 word pairs, we identified 18 adults and adolescents with developmental dyslexia who made between-word letter migrations in reading aloud, significantly more than age-matched controls (372 adults and 26 7th-graders). To distinguish between orthographic-input and phonological-output sources for these migrations, we administered a test assessing orthographic-input without spoken-output (written-semantic-decision on 140 migratable word pairs) and a test of repetition of 36 auditorily-presented migratable word pairs, assessing spoken output without orthographic-input (and word span tests). These tests indicated that the migrations of ten of the participants with dyslexia resulted from an orthographic-input deficit, and for the other eight participants, migrations resulted from a phonological-output deficit. We identified several differences between the two types of between-word errors: first, whereas the individuals with attentional dyslexia made omissions of a letter that appeared in the same position in the two words, the phonological output buffer group did not make such omissions. In addition, the groups differed in the origin of migration: orthographic input migrations involve letters that are orthographically adjacent, whereas phonological output migrations involve phonemes that have just been spoken or that are prepared together in the phonological buffer for production. This was manifested in that migrations from the line below and from two lines above occurred only in the orthographic input deficit group, and migrations occurred from a word vertically close to the target in the orthographic input group but from a word that has just been spoken (placed diagonally to the target) in the phonological output group. This study thus indicates that between-word migrations in reading-aloud can result not only from attentional dyslexia, but also from a phonological output buffer deficit, and offers ways to distinguish between the two.