This study has been shaped to cover two objectives. The first of these is to describe in detail the use of dialogic teaching in the field of Turkish reading comprehension, and the second is to determine the effect of dialogic teaching practices on reading comprehension success. The mixed-method design known as convergent design was used in this…

Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used…

This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students (N = 109) were administered measures of reading fluency, reading comprehension,…

Purpose: Researchers and teachers have noted the power of students reading text sets or multiple texts on the same topic, and numerous articles have been published with examples of and frameworks for text set construction. This study aims to traces the theoretical assumptions of these frameworks and explores their distinct implications and…

Few of previous reading studies "comprehensively" examined the contributing factors of students' digital reading literacy. To fill this gap, based upon the ecological perspective, this study aims to investigate which factors from the student, home, and school context are more important in discriminating high-performing digital readers…

We evaluate an intervention using SMS messaging to send short stories to 2nd and 3rd graders in Zambia's Eastern province, aimed at improving reading skills. For nine months households received three text messages weekly comprising a short story for children to read with their families, and a question about the story. Additionally, parents…

The purpose of this research was to determine classification accuracy of the factors affecting the success of students' reading skills based on PISA 2018 data by using Artificial Neural Networks, Decision Trees, K-Nearest Neighbor, and Naive Bayes data mining classification methods and to examine the general characteristics of success groups. In…

Research supports the finding that middle school students prefer hands-on activities to reading and writing to learn new information. However, disciplinary literacy, the reading and writing in science class, is an integral part of inquiry-based science instruction and a necessary complement to hands-on instruction to build student understanding.…

Instructional coaching has been implemented in schools to improve student achievement; however, literature shows a lack of evidence of the efficacy of improving student reading achievement. The problem addressed in this study was that school districts have implemented instructional coaching to improve student reading achievement, but the…

Read-alouds not only reinforce story time traditions but also hold significant educational value when used strategically. Reading aloud benefits all students, no matter the grade or achievement level. This article explores a number of research-based academic benefits of reading aloud in K-12 classrooms. The author shares practical tips for…

This convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive…

This article summarizes the findings of a 2017 qualitative, multiple case study that explored the factors that impact gifted students' recreational reading selections. It offers an overview of the steps school librarians and other educators can take to foster independent reading habits in gifted students.

Our pupils' success will be defined by their ability to read fluently and skilfully. But despite universal acceptance of reading's vital importance, the reading gap in our classroom remains, and it is linked to an array of factors, such as parental wealth, education and book ownership, as well as classroom practice. To close this gap, we need to…

Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children's attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly…

Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition…