One of the challenges in teaching a foreign language is: finding appropriate ways to enable students to develop their reading fluency and comprehension. Repeated reading and listening-while-reading are two significant strategies that enhance students' fluency and comprehension. This study aimed to develop fluency and comprehension of EFL college…

The present study proposes the integration of mobile fiction Apps (MFAs) in reading instruction to help EFL college students understand the form and content of literary works. It will give examples of fiction Apps that can be downloaded from the Google Play and iPhone App Stores, give the advantages of using MFAs, literary appreciation skills that…

Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading…

Reading motivation is a fundamental basis for reading behavior and performance. For learners, interest is an exceedingly important component of reading motivation. Prior research has shown that students' text-based interest varies significantly between texts. However, it is still unclear why one text elicits greater interest over another.…

The purpose of this qualitative descriptive study explores how teachers described their perceptions within a mandated reading program, as the program supported reading comprehension skills for students in second, third, and fourth grade at three public elementary schools in Upstate New York. The theoretical foundation of this study was established…

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…

Around 6% of U.K. children are underachieving at school relative to their potential (URP). We explored whether difficulties with phonological decoding, short-term memory (STM), and complex grammar may be responsible. We compared school-based reading test data or formal SATs, and verbal reasoning in 2462 children (150 URP and 2312 non-URP children)…

Background: Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a…

Purpose: The purpose of this quantitative quasi-experimental study was to focus on the difference of Instructional Reading Level (IRL) scores in Title I public elementary school students, before and after Tier II Response to Intervention (RTI) was implemented. Theoretical Framework: This study was applied theoretically to Vygotsky's sociocultural…

One of the most significant reasons children struggle with primary literacy skills is due to poor phonemic knowledge and understanding. This study was designed to identify foundational strategies necessary, needed, and used to help decrease struggles in reading performance and academic growth while addressing long term guidance for higher reading…

Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an…

Executive functions (EF) have been theoretically implicated in multiple text comprehension. Yet, the contributions of EFs to comprehension and integration of multiple texts have not been tested empirically, and instructional supports for text integration grounded in EFs are only beginning to be developed. Using a conflicting-text paradigm, this…

This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that…

We are in the midst of yet another battle in the reading wars. Before the fog of war overcomes us yet again, we should recall recent history where an attempt at a resolution--Reading First--mostly left ambiguity in its wake. Moving forward, there is a foundation upon which to build. But doing so will require learning from the past, addressing…

The goal of the present investigation is to determine how undergraduate students think about critical reading. We asked 249 students to rate the usefulness of several critical reading skills, how often those skills are taught, and whether they practice those skills when working on their assignments. We found that students consider more complex…