Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1-12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension,…

The Early Interactive Reading Software Program encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2019-2020 school year, these software…

Direct Instruction (DI), commercially marketed by McGraw-Hill as Reading Mastery and Corrective Reading, is a bundle of highly scripted reading programs emphasizing phonics and phonemic awareness. This assessment considers 40 recently published studies on DI in order to consider the program's aims and efficacy as a means of teaching reading. Our…

This study compares two instructional methodologies: extensive reading plus output activity and intensive reading plus grammar-translation with regard to improvement of non-English major EFL learners' reading comprehension and fluency development in a Japanese junior college. It identifies the minimum number of words an individual should read for…

Student motivation is a critical element of engagement, learning, and achievement. With this in mind, teachers are particularly interested in motivating their students to read. However, getting students to do so can be a difficult task, especially if they lack confidence in choosing personally interesting books. We advocate for carefully nurturing…

In a recent classroom-based action research study, the author's adolescent students deepened their informational text comprehension skills over the course of several interactive, strategic shared text studies. As suggested by research and theory, her students appeared to observe and appropriate cognitive, executive, and discourse strategies as…

This article reports on a collaborative research project involving faculty in writing studies, communication disorders, and applied linguistics that sought to empirically describe the reading skills of students (N = 910) in freshman composition classes at one college and two universities in the northeast United States. The research team developed…

Teachers who are successful at teaching both the skill and the love of reading provide a foundation for lifetime reading. All too often, building motivation for reading is neglected in reading instruction and classrooms. Nine teachers were trained in seven motivational principles and then invited to make an implementation plan using as many of the…

The aim of this interview study is to explore how skilled readers use their homes as their reading space, while paying attention to what 'home' refers to, what they read there, the 'where' and 'when' aspects of reading at home, and home reading rituals. We conducted semistructured in-depth interviews with ten university students (four from Croatia…

In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting…

First grade is a pivotal year for children learning to read. Gaining reading skills builds a foundation for student motivation in the classroom not only in their literacy skills but also in other academic areas. This action research study was designed to understand first-grade practitioners' perspectives in the role that motivation plays in…

I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than…

Literacy levels for children leaving primary school, internationally, remain a cause for concern. There is a limited evidence base for whole school reading programmes and resources in the first two years of primary school compared to studies of interventions for children with reading difficulties. This study used a longitudinal randomised control…

An occupational perspective on reading requires an understanding of how individuals engage in terms of reading media selected, level of motivation, amount of time spent in reading, and where and who reading occurs with. These factors are assessed by the "Inventory of Reading Occupations-Pediatric" (IRO-Pedi), a tool created to measure…

Telepractice holds substantial promise in facilitating equitable access and cost-effective services for all school-age children, regardless of geographic locations, physical conditions, or socioeconomic status. The overwhelmingly positive evidence on telepractice intervention outcomes has been called into questions by several study limitations:…