Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies

Research on literacy has become universal and is essential for researchers of various disciplines, educators, psychologists. For this article, we examined the most important methodological challenges that arise when conducting research across languages, some which have long been acknowledged in relevant literature. Specifically, focused related to word reading, spelling, passage comprehension, writing, ranging from target skills, constructs, assessment issues matching samples measurement factorial invariance issues. We conclude although theoretical applied addressed literature, date, happened only with limited relevance reading writing languages. The discussion provides evidence a neuroscience perspective promote useful insights greater rigor