Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

This article shares insights from a symposium celebrating the retirement of P. David Pearson, one of the most influential reading researchers of the last half-century. Presenters addressed the nature, instruction, and assessment of reading comprehension, teacher learning and comprehension, and the texts and contexts of comprehension. Collectively,…

Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English…

Current standards push for elementary students to have text-based and text-centric discussions of what they read. This study explored what bilingual third-grade students talked about during small-group text-based discussions of informational texts. The author conducted a qualitative analysis of 10 video-recorded discussions, five of books matched…

Computer-supported collaborative learning (CSCL) scripts can foster learners' deep text comprehension. However, this depends on (a) the extent to which the learning activities targeted by a script promote deep text comprehension and (b) whether the guidance level provided by the script is adequate to induce the targeted learning activities…

Guided and grounded by Eisner's 1982 "Model of Transactions Between the Individual and the Environment," this paper explores how students negotiate perceptions of meaning that are both internalized through the art of reading a text and experienced through individualized transactions of representational and conceptual comprehension.…

Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on metacognitive monitoring training assessed by calibration accuracy measures and performance on comprehension items. Sixth-grade students (N = 84) assigned…

We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes. All participating students (n = 315) were identified by their schools as needing additional reading support; 56% received special education services.…

This paper highlights how the social world understandings of Rey, an 11th grade Latino student, supported his exploration into and insights of a short story. This work is grounded in the Cultural Modelling Framework. This framework provides students with the chance to acquire important comprehension strategies needed to interpret complex fiction…

Posing text-dependent questions is crucial for facilitating students' comprehension of the text. However, text-dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text…

This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension…

Fifth graders' interpretations of nonfiction or informational text were explored. Each literature circle group read and responded to informational text. Discoveries included that students' conversations and written responses were closely connected to text and that students created multimodal responses.

This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9-10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment…

This dissertation chronicled a multifaceted study utilizing the Historical, Philosophical, Societal and a Takeaway (HPST) Framework, an organizational tool used for document analysis. Utilizing a case study format, this research unpacked how a charter school teacher used HPST within her own ninth grade Advanced Placement World History class. As a…