Reading Ability Research Articles

Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression

ABSTRACT We aimed to investigate the effects of phonological awareness – PA, rapid automatised naming – RAN, visuospatial and verbal working memory – WM and executive functions – EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile Regression Analysis was employed. The PA, RAN and EF were shared main predictors of both reading and math. Verbal WM emerged as a unique main predictor for reading, while visuospatial WM and visuospatial short-term memory were the main predictors for arithmetic. Among children with very low reading proficiency, the effects of cognitive predictors were more pronounced, a trend not observed in arithmetic. The results suggest varying magnitudes of cognitive predictors for reading when considering different levels of performance/difficulties. We also corroborate unique and shared main predictors of reading and math that have implications for research, clinical and educational settings.

Pediatric cognitive reserve moderates the effect of brain structure in attention-deficit/hyperactivity disorder: Evidence for an optimized residual approach.

To validate a residual-based cognitive reserve (CR) index optimized for a pediatric sample with attention-deficit/hyperactivity disorder (ADHD). Participants were N = 115 children aged 9.5-13 years at baseline (Mage = 10.48 years, SDage = 0.61), and n = 43 (37.4%) met criteria for ADHD. Elastic-net regularized linear regression was used to generate baseline and longitudinal CR indices by maximally residualizing variance in fluid intelligence for demographics and brain structure. Academic and diagnostic outcomes were regressed onto CR indices, and interactions with brain integrity were assessed. Baseline CR predicted baseline math computation (estimate = 0.10, SE = 0.02, p < .001), while change in CR predicted change in word reading ability (estimate = 0.08, SE = 0.02, p < .001). Further, when grey matter volume tended to be lower, higher CR was associated with higher word reading score (estimate = -0.05, SE = 0.02, p = .019) and lower ADHD symptom severity (estimate = 0.04, SE = 0.02, p = .047) compared to lower CR, at baseline. Similarly, when longitudinal change in white matter hypointensity volume tended to be greater, higher change in CR resulted in more favorable word reading trajectory (estimate = 0.03, SE = 0.02, p = .048). A data-driven residual approach to operationalizing pediatric CR shows better evidence of construct validity over previous methods, with our index showing a novel ability to moderate the deleterious effects of lower grey matter on outcomes in ADHD. This approach may benefit future research aiming to study the early development of CR. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pendampingan One Day One Surah Sebelum Belajar Siswa SMAN 3 Palangka Raya

The Qur'an serves as the primary guide for Muslims, providing guidance and values that need to be internalized in daily life. Reading skills of the Qur'an are very important; however, many students at SMAN 3 Palangka Raya still face difficulties in reading fluently. The aim of this community service is to enhance the students' ability to read the Qur'an through memorizing surahs that are recited before starting lessons via the One Day One Surah program. This program encourages students to read one surah every day, allowing them to master 30 surahs in a month. The method used in this service is Service Learning (SL), which is an approach based on direct experience. The results of this service indicate a significant improvement in students' Qur'an reading abilities after the One Day One Surah assistance was implemented. This is evidenced by the post-test data from class XI-9 obtained after the program was conducted, which shows that the number of students able to recite 22 surahs increased from 15 students, while those who could only recite 15 surahs decreased to 5 students. Furthermore, there was an increase in surah memorization in class XI-10, with data showing that the number of students able to recite 22 surahs rose to 16 students, while those who could only recite 15 surahs decreased to 3 students.

Peran Guru Dalam Meningkatkan Minat Baca Peserta Didik Melalui Program Literasi Baca Di Kelas Va SD Muhammadiyah Pahandut Palangka Raya

Reading plays an important role in the development of critical thinking skill, analytical ability, and creativity. Therefore, reading interest must be cultivated from an early age so that it becomes a good habit in daily life. In fostering reading interest, the role of teachers is very crucial. Teachers must be able to create literacy programs that are interesting and in accordance with the needs of students so that their interest in reading can be increased. This study aims to determine the role of teachers in increasing students' interest in reading through reading literacy program in the elementary school level. This study uses a descriptive qualitative approach. The subjects of this study are class V-A teachers and class V-A students at SD Muhammadiyah Pahandut Palangka Raya. The data in this study was collected through three techniques, namely observation, interviews, and documentation. Meanwhile, data analysis was carried out in three stages, namely data reduction, data presentation, and conclusion drawing. The results of the study show that there are several factors that affect students' interest in reading, both supporting and inhibiting factors. Supporting factors include adequate facilities and infrastructure, attractive literacy programs, and support from teachers and schools. Inhibiting factors include low interest in reading, lack of support from family, and interference from technology. Although the literacy program has been well implemented, there are still several challenges faced, such as differences in interest and reading ability among students, limited time owned by teachers, and limited reading materials available at school.

Visual Status in Children with Dyslexia at the Integrated Special Education Program in Selangor, Malaysia

Objective: Dyslexia is a learning disorder, characterized by difficulties in recognizing, decoding, and spelling words. Studies on visual status of individuals with dyslexia have yielded mixed findings. This study aimed to assess visual acuity and refractive errors in dyslexic children in Selangor, Malaysia.Material and Methods: A cross-sectional study was conducted in the integrated special education program (PPKI) for secondary schools across three randomly selected districts in Selangor. Children with dyslexia from 15 schools were enrolled. Distance and near visual acuity were measured, and non-cycloplegic refraction was performed to identify refractive errors. Descriptive analysis was used to describe the distribution of visual acuity and refractive errors. The Wilcoxon Signed-Rank test was used to compare habitual and corrected visual acuity (VA).Results: 137 dyslexic children, aged 13 to 19 years, participated in the study. 60% of the participants had good habitual distance VA. Meanwhile, the percentage of good habitual near VA were higher than distance VA. The Wilcoxon Signed-Rank test showed that corrected VA was significantly better than habitual VA. The most common ametropias observed were myopia and astigmatism.Conclusion: Dyslexic children in the PPKI program generally have good visual acuity and are emmetropic. However, uncorrected refractive error and suboptimal optical refraction were the primary causes of unsatisfactory habitual vision in some children. Findings highlight the need to screen for refractive errors and provide appropriate optical correction to this population to prevent further hindrance to their reading ability.

Increasing Slow Learner Reading Abilities Through Functional Reading : A Single-Case Study on An Elementary School Student

This study explored the effectiveness of teaching functional literacy to a 12-year-old slow learner in Indonesia. The participant struggles read words longer than two syllables and struggles to meet academic expectations. This research uses a qualitative approach with the single-subject design using the reversal method or the ABA research design. Data was collected through three phases: baseline, intervention, and evaluation phases. This study utilizes two sets of flashcards as instruments. The first set consists of pictorial cards displaying twelve common street signs, while the second set contains word cards with the matching names of the signs in Bahasa Indonesia. Each card is printed on a 13 cm by 7 cm flashcard. Over the intervention sessions, the participant demonstrated significant progress in functional reading skills. The data collected was then analyzed using visual analysis. The results indicates that slow learners benefit from frequent, concrete, and visually based learning abilities that aligns for their need for repetition. This study highlights the importance of functional literacy in enhancing independent living skills among slow learners, providing the students with the tool to better navigate their surroundings.

VISUAL ATTENTION ALLOCATION AND FIXATION TRANSACTIONS IN READING PRIMARY SCIENTIFIC LITERATURE

Primary Scientific Literature (PSL) significantly contributes to cultivating students' scientific literacy. However, students' visual strategies while reading PSL remain unclear. This study utilized eye-tracking technology to clarify students' visual attention allocation and fixation transactions during PSL reading, and explored their associations with students' self-reported reading strategy levels and reading outcomes. Thirty-eight undergraduate students majoring in biology (22 females and 16 males) participated in the study. They wore eye-tracking glasses while reading a PSL that included sections like abstract, introduction, methods, results, discussion, and reference. Participants also completed a Primary Scientific Literature Strategies Assessment and a post-reading exam. The study demonstrated that reading time and fixation count on the results page were positively correlated with self-reported PSL reading strategy scores and reading outcomes. The reading time and fixation count on the methods page are positively correlated with self-reported PSL reading strategy score. Moreover, the higher group showed significantly greater attention to results compared to the lower group. The higher group exhibited significant interaction between texts and figures in fixation transactions within the results, whereas this interaction was absent in the lower group. The research provided recommendations for educators to enhance students' PSL reading strategies and abilities. Keywords: primary scientific literature, reading strategy, eye-tracking, science education

Can playing video games enhance reading skills through more efficient serial visual search mechanisms? Insights from an eye tracking study

ABSTRACT Reading disorders are associated with atypical top-down visual attention (VA) processes like reduced VA span and slower serial visual search (SVS). In contrast, expert action video game (AVG) players, known for their efficient top-down VA, exhibit improved reading abilities. It is unclear whether these benefits stem solely from AVGs or apply to other gaming experiences. To explore this, AVG players (AVGPs), players of genres excluding AVGs (VGPs), and non-players were evaluated on their VA span, and behavioural and oculomotor performance in SVS. VGPs, but not AVGPs, demonstrated enhanced performance and oculomotor behaviour in SVS compared to non-players, while both player groups showed a trend towards better VA span skills. Notably, reading-related skills were enhanced in the two player groups, but particularly more so in VGPs. These findings support the existence of potential benefits of playing video games different from classical AVGs for the development of top-down VA and reading-related abilities.

PENGARUH METODE TALAQQI TERHADAP KEMAMPUAN MEMBACA AL-QUR’AN SISWA MADRASAH ALIYAH AL-USMANIYAH DI BAGAN BATU KABUPATEN ROKAN HILIR

Penelitian ini di latar belakangi oleh rendahnya kemampuan siswa dalam membaca Al-Qur’an. Jenis penelitian ini merupakan penelitian kuantitatif korelasi. Fokus masalah pada penelitian ini adalah apakah terdapat pengaruh Metode Talaqqi terhadap Kemampuan Membaca Al-Qur’an Siswa Madrasah Aliyah Al-Usmaniyah di Bagan Batu Kabupaten Rokan Hilir. Penelitian ini bertujuan untuk mengetahui Pengaruh Metode Talaqqi terhadap Kemampuan Memb This research was motivated by the low ability of students to read the Koran. This type of research is quantitative correlation research. The focus of the problem in this research is whether the influence of the Talaqqi Method on the Al-Qur'an Reading Ability of Al-Usmaniyah Madrasah Aliyah Students in Bagan Batu, Rokan Hilir Regency. This research aims to determine the effect of the Talaqqi method on the ability to read the Al-Qur'an of Madrasah Aliyah Al-Usmaniyah students in Bagan Batu, Rokan Hilir Regency. The subjects used in this research were all class XII students of Madrasah Aliyah Al-Usmaniyah in Bagan Batu. The population of this research was 55 students in class XII of Madrasah Aliyah Al-Usmaniyah, 29 students in science class and 26 students in social studies class. This research consists of two variables, namely the Talaqqi Method (variable X) and the Ability to Read the Al-Qur'an (variable Y). The results of this research show that there is an influence of the talaqqi method on the ability to read the Al-Qur'an. This can be seen from the results of data processing using IBM SPSS statistics 22 for windows, that a simple regression analysis obtained a significant value smaller than 0.05, namely 0.024 &lt; 0.05, so the hypothesis of this research is that there is an influence of the Talaqqi Method on the ability to read Al-Qur'an. Qur'an for Class XII Students of Madrasah Aliyah Al-Usmaniyah in Bagan Batu, Rokan Hilir Regency. The level of influence between the Talaqqi Method (variable This means that the influence of using the Talaqqi Method on the Al-Qur'an Reading ability of Al-Usmaniyah Madrasah Aliyah Students in Bagan Batu, Rokan Hilir Regency is in the "very low" category.

Kajian Kemampuan Membaca Permulaan Ditinjau dari Lingkup Keaksaraan pada Siswa Kelas I SD Negeri 51 Sungai Raya

Reading is the first step for students to understand learning. This research aims to examine initial reading abilities in terms of the scope of literacy in grade 1 students at SD Negeri 51 Sungai Raya. The type of research used is qualitative. The subject of this research was class 1B students with a total of 20 students. The main data used are test sheets and interview sheets. The analysis consisting of data collection, data reduction, data presentasion, data conclusions and data verificayion. Based on the research results, it can be concluded that the initial reading ability of class 1 students in terms of the scope of literacy is said to be good because the focus of the first research was recognizing letters verry wel with a percentage of 87,5% of students’ initial reading ability; the seconf reseatch focus atated that the picture group was very good with a percentage 0f 97,5% of students’ initial reading ability; and the third research focus was reading one’s own name well with a percentage of 87,5% initial reading ability in class 1b students at SD Negeri 51 Sungai Raya

Analyzing the role of motor skill training on critical reading ability in elementary school students: a systematic literature review

Analyzing the role of motor skill training on critical reading ability in elementary school students: a systematic literature review

Improving the Reading Level of Grade 3 Learners Using Contextualized Skill Book in English

The researcher determined eleven grade 3 learners belonged to the struggling level where they got low scores in pre-test of the Functional Literacy Assessment Tool (FLAT) in the first quarter of SY 2022–2023. Nevertheless, with the commitment and dedication of the researcher as a teacher, the researcher decided to develop reading material that suited the learners. Moreover, it aimed to develop a contextualized skill book in English to improve the reading level of grade 3 learners. Accordingly, the study focused on improving the reading level and effectiveness of the contextualized skill book used. Furthermore, learners' reading levels improved after the intervention's implementation. In addition, pre-test and post-test results showed a significant difference, which implies that the intervention is effective. Particularly, as perceived by the learners, the contextualized skill book improved their reading abilities and academic performance in other subjects, consequently their love for reading developed. Finally, the contextualized skill book used showed effectiveness among the respondents, as well as appropriate for struggling learners. Similarly, the skill book was extremely recommended for use by other educators in the improvement of the reading level of their learners. Therefore, the researcher recommended that other researchers develop a contextualized skill book used as an intervention for struggling readers because it proved effective in improving the reading level of learners.

Does being physically active and engaged affect reading ability? A review of the literature

Reading ability is one of the basic skills to open the horizons of knowledge and bring authentic input for a performance of the mind. Learning programs in higher education are aimed at equipping students to have comprehensive critical thinking-based reading skills. Learning to read is an abstract process of cognition which is the performance of the sense of sight, a cognitive process consisting of critical thinking and self-awareness elaboration. It is suspected that students who are active will have better speed in reading comprehension. This research aims to examine based on research evidence by reviewing the literature. Materials were searched using the keywords "physical activity to reading skill". Searches were conducted in Scopus and PubMed accounts. Based on the analysis step using PRISMA, 13 relevant articles were finally obtained in accordance with the purpose of writing. Based on this study and review, it can be concluded that physical activity can be in the form of walking, cycling, play programs, gross motor interventions, providing motor stimulation to the whole body, has a positive effect on reading ability. The positive results of physical activity are the acquisition of fine and gross motor skills, the achievement of a good level of fitness that bridges the enthusiasm and endurance of learning so that it affects reading skills. The second conclusion from this study, besides specifically affecting reading skills, is also evidenced by 7 articles mentioning activity, activeness and the results of these two things affecting academic achievement. Keywords: Physical Activity, Active, reading ability

Developmental Trajectories of Reading Ability in Adolescents with Intellectual Disabilities

ABSTRACT Individuals with ID often struggle with decoding and reading comprehension, and some studies indicate that these students do not progress beyond the early stages of decoding development. The aim of this study was to investigate the developmental trajectories of reading abilities in relation to mental age in a sample of 136 adolescents with mild, non-specific ID. Decoding and reading comprehension, together with their predictors of phonological awareness, RAN, phonological working memory, and vocabulary, were fitted against mental age. The results showed that, after 105 months, there was an unexpected plateau in the development of decoding, phonological awareness, rapid automatised naming (RAN), and phonological working memory in this sample, while reading comprehension and vocabulary continued to show growth in relation to mental age. The implications of these different trajectories are discussed in relation to developmental models of disability, and possible reasons for the plateau in decoding are suggested.

An Analysis of the Relationships between Reading Abilities and Socio-emotional Behaviors of School-aged Children: The Mediation Effect of Pragmatic Language Abilities

Objectives: School-aged children with poor reading abilities face a variety of challenges in their lives. They may be at risk of having learning difficulties and behavioral or emotional problems in school. The purpose of this study is to analyze the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors and the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors of school-aged children. Methods: The participants in this study are 124 elementary school children (from 2nd to 6th grade). To examine the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors, correlations were used. To analyze the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors, SPSS PROCESS Macro (ver. 3.5) analysis method was used in Model 4. Results: The main findings of this study are as follows. First, reading abilities were significantly correlated with pragmatic language abilities and socio-emotional behaviors. Also, the pragmatic language abilities were significantly correlated with socio-emotional behaviors. Second, pragmatic language abilities mediated the relations between reading abilities and socio-emotional behaviors (emotional difficulties and strengths). Conclusion: The significance of this study lies in verifying that reading abilities and pragmatic language abilities play an important role in alleviating socio-emotional problems and in increasing emotional strengths. These results can be used as important basic data for reading and practical language intervention to reduce emotional difficulties and to increase emotional strengths.

Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.

INCREASING STUDENTS’ READING COMPREHENSION ABILITY ON DESCRIPTIVE TEXT BY USING LANGUANGE EXPERIENCE APPROACH AT THE TENTH GRADE OF SMA NEGERI 1 LAHOMI

The purpose of this study is to improve the reading comprehension skills of SMA Negeri 1 Lahomi tenth grade students by utilizing the Language Experience Approach. This study was developed using the use of classroom action research (CAR). Thirty-two students from X-MIPA 2 SMA Negeri 1 Lahomi served as research subjects. The instruments utilized to collect the data were the written test and the observation paper. Two cycles of two sessions each were used for action research in this study. Each cycle consisted of four steps: plan, action, observation, and reflection. Data were collected in both qualitative and quantitative forms. The multiple choice test yielded the quantitative data, while the observation sheet offered the qualitative data. The results of the researcher's observation sheet for the first meeting in cycle I were 72%, and for the second meeting, 84%, according to data analysis. Students' cycle I observation sheet results for the first meeting were 71%, and for the second meeting, 81%. In cycle II, the researcher's observation sheet yielded an 83% result for the first encounter and a 90% result for the second. In the first meeting, the cycle II student observation sheet result was 85%, and in the second meeting, it was 88%. Additionally, the average score for students in cycle I was 61, whereas it was 74 in cycle II. The conclusion drawn from the data is that the Language Experience Approach is a useful strategy for teaching reading. The Language Experience method (LEA) is advised for English teachers to use while instructing students in reading descriptive texts. This will assist the students become more proficient readers by using the language experience method. The researcher suggests that English teachers should use the Language Experience Approach (LEA) as one of the alternative methods to improve students' reading skills, their potential or ability with as an educator in providing information in the learning process of reading, especially when reading descriptions. Students could improve and developed their reading comprehension by using Language Experince Approach (LEA), because LEA attracted the students’ interest and motivation in teaching and learning process.

Phonological Error Analysis in Reading Arabic Texts by Ninth Grade Students at the Wustha Level, Nurus Salam Islamic Boarding School, Mentayan, Bantan Subdistrict, Bengkalis Regency

This study attempts to identify the causes that led to the phonological mistakes of the stressing side, pauses, tones, and intonations in the Arabic text read by students at the Nurus Salam Mentayan Resident House's 9th grade Wustha level. The error analysis approach is used in this investigation to track the development of Arabic text reading abilities. In addition to recording techniques, freely engaged dialectical methods and observation are used in data collection. The study's findings demonstrated 50 errors in the stressed speech in both the speech and the sentence. The pause happened when one spoke the ma`rifat phrases in a sentence or number when one spoke the word Qaul and the phrase that came from it, and when one spoke the words and responses. 43 reading tones do not match the word's meaning; 4) 32 intonations on the intonation tune do not match the sentence or number's context. Since intonations are uttered consistently without regard to meaning, they cannot convey the structure and meaning of numbers. Several variables contribute to the incidence of mistakes, such as: 1) When it comes to suprasegmental sounds, particularly stressing, pauses, tones, and intonation, teachers pay insufficient attention to them. 2) In theory, no subjects like ashwat can accept the super-segmental sound element. 3) The mother tongue heavily impacts the use of this suprasegmental noise, as the students' reading habits of Indonesians are also flat, meaning they ignore tone, intonation, stressing, and pauses.

THE INFLUENCE OF THE STRUCTURAL ANALYTICAL METHOD (SAS) WITH THE ASSISTANCE OF BIG BOOK MEDIA ON ELEMENTARY SCHOOL STUDENTS' BEGINNING READING ABILITY

This research was motivated by the results of UNESCO and PISA which stated that the literacy rate in Indonesia is still low, especially in beginning reading in elementary school students. The purpose of this study was to measure the initial reading ability of elementary school students, especially in grade I students. This research is a quasi-experimental research with a quantitative approach. Sampling was carried out using purposive sampling techniques. In obtaining data, researchers conducted initial tests (pretest) and final tests (posttest) in the form of preliminary reading tests, observation sheets and interviews. The data technique used is to use descriptive analysis techniques and descriptive statistical analysis by testing hypotheses using t-test statistics.. The data obtained are then analyzed using statistical analysis techniques, namely descriptive statistics. Descriptive statistical analysis data obtained average value (pretest) = 69,17 is in the very low category and average value (posttest) = 83,00 is in the high category. From the results of the hypothesis test analysis using paired sample test, a sig value = 0,001 is obtained in accordance with the basis for decision making, if the hypothesis test of the probability value of significance &lt; 0.05, then H0 is rejected and Ha is accepted. Then significantly the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Based on the hypothesis test, it can be concluded that the synthetic analytical structural method (SAS) with the help of big book media affects the initial reading ability in grade I students of SDN Kebalen 01 Kabupaten Bekasi.

Cross-linguistic dissociations in Kannada-English bilingual persons with aphasia and alexia

Individuals with alexia manifest reading impairments comparable to spoken language impairments. With escalating dependency on communication through texts, emails, and other social media sources, these individuals express their interest in improving written language skills as well. Alexia in bilinguals in the Indian scenario is of special interest, owing to diverse geographical, cultural, traditional, and linguistic demarcations in India. Although substantial research is reported on bilingual aphasia, evidence on bilingual alexia is scarce. The study aimed to explore the cross-linguistic dissociations in Kannada-English bilingual individuals with alexia in post-stroke survivors. Thirteen Kannada-English bilingual individuals (10 males and 3 females) with reading and language impairments post ictus, above 18 years of age were recruited. Participants were subjected to neurobehavioral linguistic and reading tasks in both Kannada and English. The performance of linguistic tasks and reading tasks were analysed for cross-linguistic distinctions, linguistics versus reading, and correlation between linguistics and reading abilities. Results revealed evident cross-linguistic dissociations, wherein participants outperformed in Kannada (L1) in both linguistics and reading domains. All performed superior in the linguistics domain compared to reading. In both languages, semantic abilities were best performed within the linguistic domains. Oral reading abilities fared poor scores relative to reading comprehension. The correlation analysis revealed strong correlation between oral reading and semantics &gt; phonology &gt; syntax. Reading comprehension strongly correlated to syntax &gt; phonology &gt; semantics. The study proved convincing linguistic influences on reading abilities in Kannada- English bilingual context. Most investigations have predominantly centred on case observations, and have often lacked thorough pre- and post-rehabilitation assessments of linguistic and reading impairments using equivalent tests in a bilingual context. This study proves to be a preliminary attempt in this context. A much larger bilingual alexia cohort would aid in substantiating the reading impairments in a variant of subgrouping of aphasia.