Reading Performance Of Children Research Articles

Relationships Between Anxiety, Attention, and Reading Performance in Children.

Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.

Reading comprehension differences between children with Autism Spectrum Disorder and low cognitive abilities and children with Autism Spectrum Disorder and intact cognitive skills: the roles of decoding, fluency and morphosyntax.

Reading comprehension is one of the most important skills learned in school and it has an important contribution to the academic success of children with Autism Spectrum Disorder (ASD). Though previous studies have investigated reading comprehension difficulties in ASD and highlighted factors that contribute to these difficulties, this evidence has mainly stemmed from children with ASD and intact cognitive skills. Also, much emphasis has been placed on the relation between reading comprehension and word recognition skills, while the role of other skills, including fluency and morphosyntax, remains underexplored. This study addresses these gaps by investigating reading comprehension in two groups of school-aged children with ASD, one with intact and one with low cognitive abilities, also exploring the roles of word decoding, fluency and morphosyntax in each group's reading comprehension performance. The study recruited 16 children with ASD and low cognitive abilities, and 22 age-matched children with ASD and intact cognitive skills. The children were assessed on four reading subdomains, namely, decoding, fluency, morphosyntax, and reading comprehension. The children with ASD and low cognitive abilities scored significantly lower than their peers with intact cognitive abilities in all reading subdomains, except for decoding, verb production and compound word formation. Regression analyses showed that reading comprehension in the group with ASD and intact cognitive abilities was independently driven by their decoding and fluency skills, and to a lesser extent, by morphosyntax. On the other hand, the children with ASD and low cognitive abilities mainly drew on their decoding, and to a lesser extent, their morphosyntactic skills to perform in reading comprehension. The results suggest that reading comprehension was more strongly affected in the children with ASD and low cognitive abilities as compared to those with intact cognitive skills. About half of the children with ASD and intact cognitive skills also exhibited mild-to-moderate reading comprehension difficulties, further implying that ASD may influence reading comprehension regardless of cognitive functioning. Finally, strengths in decoding seemed to predominantly drive cognitively-impaired children's reading performance, while the group with ASD and intact cognitive skills mainly recruited fluency and metalinguistic lexical skills to cope with reading comprehension demands, further suggesting that metalinguistic awareness may be a viable way to enhance reading comprehension in ASD.

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a cross sectional, within-subject, randomized, double-blind, and sham-controlled trial.

Developmental Dyslexia (DD) is a brain-based developmental disorder causing severe reading difficulties. The extensive data on the neurobiology of DD have increased interest in brain-directed approaches, such as transcranial direct current stimulation (tDCS), which have been proposed for DD. While positive outcomes have been observed, results remain heterogeneous. Various methodological approaches have been employed to address this issue. However, no studies have compared the effects of different transcranial electrical stimulation techniques (e.g., tDCS and transcranial random noise stimulation, tRNS), on reading in children and adolescents with DD. The present within-subject, double-blind, and sham-controlled trial aims to investigate the effects of tDCS and hf-tRNS on reading in children and adolescents with DD. Participants will undergo three conditions with a one-week interval session: (A) single active tDCS session; (B) single active hf-tRNS session; and (C) single sham session (tDCS/hf-tRNS). Left anodal/right cathodal tDCS and bilateral tRNS will be applied over the temporo-parietal regions for 20 min each. Reading measures will be collected before and during each session. Safety and blinding parameters will be recordered. We hypothesize that tRNS will demonstrate comparable effectiveness to tDCS in improving reading compared to sham conditions. Additionally, we anticipate that hf-tRNS will exhibit a similar safety profile to tDCS. This study will contribute novel insights into the effectiveness of hf-tRNS, expediting the validation of brain-based treatments for DD.

The inferior fronto-occipital fasciculus correlates with early precursors of mathematics and reading before the start of formal schooling

Diffusion-weighted imaging studies in preschoolers have almost exclusively been done in the field of reading. As a result, virtually nothing is known about white matter tracts associated with individual differences in mathematics at this age. Studying the preschoolers' brain is crucial because it allows us to identify individual differences in brain anatomy without influences of formal mathematics and reading instruction. To fill this gap, we investigated for the first time before the start of formal school entry the associations between white matter tracts and precursors of mathematics and reading simultaneously. We also investigated whether these associations were specific to mathematics and to reading, or not. We focused on four bilateral white matter tracts (arcuate fasciculus (direct, anterior), inferior fronto-occipital fasciculus, inferior longitudinal fasciculus), which have been previously correlated with mathematical performance in older children and with reading performance in children of a similar age as the current study. Participants were 56 5-year-old children (Mage = 67 months; SD = 1.8), none of which received formal instruction. Our results showed an association between the bilateral inferior fronto-occipital fasciculus and precursors of mathematics (numerical ordering, numeral knowledge) and reading (phonological awareness, letter knowledge). Follow-up regression analyses revealed that the associations found with the inferior fronto-occipital fasciculus were neither specific to mathematics nor specific to reading. These findings suggest that, already before the start of formal schooling, the inferior fronto-occipital fasciculus might be related to the neural overlap between mathematics and reading. This overlap potentially reflects one of their many shared mechanisms, such as the reliance on phonological codes or the processing of visual symbols, and these mechanisms should be exploited in future studies.

A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

The scientific evidence regarding the possibility of transferring benefits derived from cognitive training focused on working memory and inhibitory control to reading skills in children aged 6 to 12 is inconclusive. This study carries out a systematic review of recent published studies on this topic with the aim of analysing the specific role of various cognitive stimulation programs in the growth of executive functions and reading performance in children from ages 6 to 12. Here, we present the main results reported in the most recent literature, where the impact of intervention programs on working memory and inhibitory control in children with typical development are analysed. Even though the effectiveness of executive function training programs in terms of close transfer is conspicuous, there is still a lack of convergence in recently published articles, especially regarding the effects of far transfer in reading comprehension after cognitive stimulation programs are applied.

Reading performance in school going children with visual function anomalies

To compare reading performance in children with and without visual function anomalies. This cross-sectional study was carried out from May 2021 to April 2022 in a tertiary eye hospital of Bangladesh. This study included patients with 6-15 years of age who visited at Vision Therapy clinic. CISS-score was used to identify the asthenopia complaints and reading difficulties while having a normal vision and normal retinal function only selected for recruitment. Reading error, accuracy and reading speed were assessed with an N-notation chart with an N6 target size and the time taken to complete the task was recorded with a stopwatch. Both univariate and bivariate tables are used for analysis. Statistics analysis was performed accordingly, and the level of significance used was at 0.05. Out of 200 subjects, 46.5% boys and 53.5% girls. Of the total, 15.5% had NVF. The mean age of the participants was 12.04 (±2.44) years. Children with AVF had a higher number of reading errors and non-significant negative correlation (AVF=7.64 (±5.19); NVF 6.55 (±3.67); (r = -1.00, p=0.157). Lower Reading accuracy was noted in AVF as correlated to NVF and non-significant negative correlation (AVF=86.11 (±14.84); NVF=86.43 (±13.12); (r= -0.008, p=0.912). Similarly, lower reading speed was noted in AVF as correlated to NVF and non-significant negative correlation (AVF=79.47 (±39.20) wpm; NVF=84.51±36.84 wpm; (r= -0.047, p=0.507). A statistically significant difference was seen between AVF and NVF (p=0.001 at a 95% Confidence Interval of the differences). Children in the 1 to 5 grades presented a higher risk of reading impairment than the 6 to 10grades. Higher reading speed (112±20.69wpm) was noted in 10 grade. In this study, it was observed that poor reading performance is linked to abnormal visual function in school-aged children, but visual function and reading performance are not positively related.

Theoretical and Research Approaches to the Drawing and Reading Performance of Children with Special Educational Needs

Theoretical and Research Approaches to the Drawing and Reading Performance of Children with Special Educational Needs

Why does school socio‐economic composition matter to adolescents’ academic performance? Role of classroom climate and school resources

AbstractA growing literature has documented the importance of school socio‐economic status (SES) composition to children's academic performance, but the channels through which school SES affects individual achievement remain poorly understood. We investigate differences in 15‐year‐old children's reading performance across schools with different levels of mean SES composition in six European countries where children are sorted into different academic and vocational tracks after the age of 15. This study contributes to the literature on the role of school SES composition for students’ academic achievement by examining the extent to which individual student SES and academic aspirations, classroom climate and school resources account for school SES differences. Multilevel regression analyses of reading literacy scores from PISA 2018 indicate sizeable effects of school SES composition on reading achievement in each of the six countries, even after accounting for student SES. By limiting the analysis to students who had not yet been tracked based on their academic record or aspirations, we can better focus on the link between school SES composition and educational achievement. Our main finding is that school SES composition differences are more than a function of students’ own SES, as they also reflect classroom discipline, teaching practices, peer educational aspirations, and to a lesser extent, school resources.

Reading performance in Portuguese children from second to tenth grade with the MNREAD reading acuity test

PurposeTo assess reading performance and report normative values for normal sighted Portuguese schoolchildren using the Portuguese version of the MNREAD reading acuity chart. MethodsChildren in the 2nd, 4th, 6th, 8th, and 10th grade in Portugal were recruited for this study. One hundred and sixty-seven children from 7 to 16 years of age participated. The Portuguese version of the printed MNREAD reading acuity chart was used to measure reading performance in these children. The non-linear mixed effects model with negative exponential decay function was used to compute maximum reading speed (MRS) and critical print size (CPS) automatically. Reading acuity (RA) and reading accessibility index (ACC) were computed manually. ResultsThe mean MRS in words-per-minute (wpm) for the 2nd grade was 55 wpm (SD = 11.2 wpm), 104 wpm (SD = 27.9) for the 4th grade, 149 wpm (SD = 22.5) for 6th grade, 172 wpm (SD = 24.6) for 8th grade and 180 wpm for the 10th grade (SD = 16.8). There was a significant difference in MRS between school grades (p < 0.001). Participants’ reading speed increased by 14.5 wpm (95% CL: 13.1–15.9) with each year of increase in age. We found a significant difference between RA and school grades, but not for CPS. ConclusionsThis study provides normative reading performance values for the Portuguese version of the MNREAD chart. The MRS increased with increasing age and school grade, while RA shows initial improvement from early school years and gradually stabilizes in the more mature children. Normative values for the MNREAD test can now be used to determine reading difficulties or slow reading speed in, for example, children with impaired vision.

Font disfluency and reading performance in children: An event-related potential study

Expert adult readers process fluent and disfluent fonts differently, at both early perceptual and late higher-order processing stages. This finding has been interpreted as reflecting the more difficult to read disfluent fonts requiring greater neural resources. We aimed to investigate whether neural activity is affected by font disfluency in pre-adolescent readers, and to determine if neural responses are related to reading performance. Thirty-three participants between 8 and 12 years old completed two one-back tasks using letter and word stimuli, where font was manipulated (fluent versus disfluent stimuli), during which electroencephalography was recorded. Event related potentials (ERPs) were calculated relative to non-target stimuli for both tasks. The Woodcock Johnson III Tests of Achievement reading specific tests, and the Castles and Coltheart Test 2 were also collected. Font (fluent versus disfluent stimuli) did not consistently affect neural activity during both the letter and word tasks. Fluent stimuli elicited greater late activity (450–600 ms) than disfluent stimuli during the word task, suggesting easy-to-read fonts may enhance the maintenance of words in visual working memory and facilitate the retrieval of semantic information. However, reading performance was not associated with neural disfluency effects, suggesting that pre-adolescents are still at an early developmental reading period. Font manipulation may be a useful way to track developmental reading trajectories in the brain.

Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school.

We examined the reciprocal associations between home literacy environment (HLE) and children's early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent-child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents' needs for early literacy support by teachers, parents' expectations for children's reading skills, parents' worry about children's homework, and mother's education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents' worry was negatively associated with children's reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents' expectations were positively associated with children's reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children's reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.

Sustainability of the effect of optical intervention on the reading performance of children with dyslexia.

Dyslexia is a learning disability associated with reading difficulties in children. Due to the potential of poor school outcomes interventions have been employed to help students with dyslexia read. This study was aimed at identifying the sustainability of the effect of combined Visual Tracking Magnifier (VTM) and Ministry of Education (MOE) interventions and MOE intervention alone on the reading performance of school children with dyslexia after discontinuation of intervention. This prospective, interventional study was conducted on primary school children with dyslexia aged 8 - 11 years. The participants underwent comprehensive ophthalmic and optometric examinations and were categorized into groups A, B, and C, comprising primary school children at level 1 or 2. Groups A and B received combined VTM and MOE interventions for 12 and 24 weeks, respectively, and group C received MOE intervention alone. The reading performance was assessed at baseline and 12, 24, and 36 weeks post-intervention. Both components of the reading performance improved significantly for school children at both levels in all study groups (all P < 0.05). However, the reading performance improvement was only approximately 28% in group C and 38% - 50% in groups A and B. In group A, students at level 1 showed significantly improved reading speed from baseline to 12 weeks post-VTM intervention and reading rate from baseline to 24 weeks post-VTM intervention (both P < 0.05). Students at level 2 showed significantly improved reading speed and rate from baseline to 12 and 24 weeks post-VTM intervention (all P < 0.05). In group B, students at both levels showed significantly improved reading speed and rate from baseline to 24 and 36 weeks post-VTM intervention (all P < 0.05). Students at level 2 showed significantly improved reading speed 12 weeks after cessation of intervention (at 36 weeks post-VTM intervention) compared to 24 weeks post-VTM intervention (P < 0.05). The improvement remaining stable 12 weeks after discontinuation of intervention indicated a sustained effect. Combined or individual intervention improved the reading performance of school children with dyslexia at levels 1 and 2. However, combined intervention showed a better reading improvement effect. Improvement in the reading performance was maintained after discontinuation of the VTM intervention. Further interventional studies with a longer study period after discontinuation of this optical intervention are required to confirm the long-term sustainability of its positive effects on the reading performance of school children with dyslexia.

Effects of Rime-Based Analogy Instruction on English Word Recognition Ability of Ethiopian Children

Most children in Ethiopia, especially from economically disadvantaged families, often have no exposure to English before school and learn English in government-sponsored public schools with insufficient resources, semi-qualified or unqualified non-native teachers with poor teaching methods. Assessment results have shown that Ethiopian children's reading performance is below the standards set for each grade level and that they are poorly prepared for the next level of education. The present study aimed to determine whether a systematic and explicit rime-based analogy-phonics intervention could improve English word recognition ability in Ethiopian children. The participants were 3rd grade children (N=67) at two public primary schools in Hawassa, Ethiopia. A randomized pretest-intervention-posttest-control group research design was used, with half the children (N=33) randomly assigned to the experimental group and the other half (N=34) to the control group. The intervention was conducted for 40 minutes a day, 3 days a week for 12 weeks. Pre and posttests were used to measure the word recognition ability of the children and a t-test was employed to analyze the results. After controlling for the initial variables, posttest results showed that systematic and explicit rime-based analogy-phonics instruction led to significant improvements in children's word recognition ability. The study further indicated that such instruction could also be considered as a useful intervention tool to improve English reading performance of Ethiopian primary school children and contributed to the little-known literature on the subject.

Understanding African American vernacular English and reading achievement: Implications for the science of reading.

The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to improve the reading outcomes of African American children. School psychology literature is limited in its inclusion of issues posed by deficit perspectives of AAVE with Black children and reading achievement. Given that practicing school psychologists spend significant portions of their time conducting assessments related to identifying and remediating reading problems, an increased awareness on how AAVE can impact African American children's reading performance is necessary. Implications for research and practice will be discussed, such as inclusion of instruments to differentiate between reading difficulties and dialect differences (i.e., Diagnostic Evaluation of Language Variation). (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Reading performance in children with ADHD: an eye-tracking study

Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) - who also frequently exhibit a reading impairment - remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding.

Comparison of visual aids for improving reading performance in children with dyslexia

Background: Dyslexia is a key learning disorder associated with reading difficulties in children. The purpose of this study was to determine the effectiveness of simple visual devices in improving the reading performance of children with dyslexia.&#x0D; Methods: A case?control study was conducted by selecting 80 school children with dyslexia, aged 8?11 years, from the Special Dyslexic School Program of the Ministry of Education (MOE) Malaysia. Subjects were randomly assigned to four groups: the typoscope, magnifier, visual tracking magnifier (VTM), and control groups. Reading performance was measured based on reading speed and reading error rate. The time taken to complete reading of text was measured, and reading errors were recorded. The reading performance of each group was assessed at baseline, week 2, week 6, and week 12.&#x0D; Results: Reading performance was significantly different (P &lt; 0.05) for both Level 1 and Level 2, before and after intervention only in children with dyslexia using magnifiers and VTM. Reading performance for children with dyslexia using a magnifier or a VTM increased significantly (P &lt; 0.05) from baseline to week 2, week 6, and week 12. The improvement in reading speed was 2.5 times faster for children in the VTM group than in the other groups.&#x0D; Conclusions: Simple visual aids, such as a VTM and magnifying glass, improved reading performance in children with dyslexia. The VTM intervention yielded the greatest improvement after 12 weeks of intervention. Hence, it is suggested that a VTM be used as part of a rehabilitation program for all children with dyslexia in Malaysia, particularly those in dyslexia programs in schools under the MOE Malaysia. However, future studies with longer follow-up periods are needed to confirm the sustainability of this improved reading performance after discontinuation of the intervention.

Challenges in Reading Arabic among Children with Dyslexia.

There are limited studies assessing reading performance and children's difficulties with dyslexia especially when reading Arabic, a language that has a substantially different script from English and other Latin-based languages. This study aimed to (1) measure reading performance in children with dyslexia by acuity level and (2) conduct an indirect comparison between the effects of dyslexia on Arabic versus English readers. Twenty children aged 9 to 12 years with dyslexia and 30 controls aged 9 to 11 years were included in the study. Reading performance was evaluated using maximum reading speed, reading acuity, and critical print size (CPS). Two Arabic charts, the Balsam Alabdulkader-Leat chart and the International Reading Speed Texts chart, were used to evaluate reading performance. The number of errors was calculated and plotted against print size. ANOVA revealed a significant difference between the two groups in all reading performance measures (P < .05). Reading speed for children with dyslexia was significantly lower than that for the control group (33 vs. 90 standard-length words per minute). Critical print sizes were 0.25 and 0.10 logMAR for children with dyslexia and the control group, respectively. Reading acuity was worse for children with dyslexia in comparison with the control group. Error number above the CPS was significantly higher in children with dyslexia than in the control group. Reading speed measures were lower for children with dyslexia compared with controls. Children with dyslexia required larger CPS to read at their maximum speed, indicating that larger print sizes may improve reading with greater speed. The difference in reading performance measures between controls and children with dyslexia is higher when reading Arabic than when reading English. This suggests that the intricate Arabic script and crowding may more strongly affect children with dyslexia reading Arabic.

The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender.

In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. We found the most significant differences arose in the HRV parameters, namely (SDNN (ms), STD HR (beats/min), RMSSD (ms), NN50 (beats), pNN50 (%), CVRR) when children read the text on coloured/overlay backgrounds, where the girls showed systematically higher values on HRV measurements in comparison to the boys, mostly with yellow, red, and orange overlay colours.

Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3-Year Longitudinal Study.

We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage =75.87months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children's reading performance and modify their involvement accordingly.

Structure of variability in scanning movement predicts braille reading performance in children

Among children learning to read braille, we asked whether the quantitative kinematics of scanning movements of the reading finger would be related to the proficiency of braille reading. Over a period of 12 months, we recorded the position and orientation of the reading fingers of eight congenitally or early blind children. We found that the strength of long-range power-law temporal correlations in the velocity fluctuations increased with performance in braille reading. In addition, we found that the variability of the angular orientation of the reading finger that affects the contact region on the fingerpad was negatively related to braille reading performance. These results confirm that the quantitative kinematics of finger scanning movements were related to functional performance in braille reading. The results add to the growing body of evidence that long-range temporal correlations in exploratory behavior can predict perceptual performance, and that scanning movements that center important tactile information on the small, high resolution area contribute to the pickup of information.