, visual attention span, VAS) levels, but relatively little is known about the systematic relationship between multiple levels of cognitive factors and reading fluency development.

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Different predictive roles of phonological awareness and visual attention span for early character reading fluency in Chinese (2020) · doi

  , visual attention span, VAS) levels, but relatively little is known about the systematic relationship between multiple levels of cognitive factors and reading fluency development.

  Keywords: levels visual attention span relatively little known systematic relationship multiple cognitive factors reading fluency development
• The PASS to superior reading performance (2018) · doi

  Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance.

  Keywords: reading processes children role cognitive planning attention simultaneous successive pass processing ability examined samples typically
• Family history, self‐perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills (2006) · doi

  While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included.

  Keywords: reading children poor skills five times likely come family history difficulties measure account additional variance
• Cognitive Flexibility + Phonics Intervention Effects on Reading Gains (2023) · doi

  Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.

  Keywords: future consider timing design instruction determine cognitive abilities well alphabet knowledge contribute acquisition early reading