This study examined the independent contribution of morphological awareness and orthographic awareness in reading comprehension, controlling for working memory and reading fluency in Arabic-speaking children. Participants (N = 244) from grades four and five, were classified into typical comprehenders (n = 207) and poor comprehenders (n = 37). All…

This study explores the effectiveness of machine learning and eye movement features in predicting Chinese reading proficiency. Unlike previous research, which focused on one or two specific levels of eye movement features, this study integrates passage-, sentence- and word-level eye movement features to predict reading proficiency. By analyzing…

This qualitative multiple-case study examined kindergarten students' engagement in science concepts and literacy learning in a classroom in which these two subjects were integrated through Concept-Oriented Reading Instruction (CORI). CORI is an instructional framework created to increase reading engagement by teaching reading comprehension…

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…

The present study employs a systematic thematic analysis of the extant academic literature on the subject of 'technology in reading' to explore its conceptual evolution and educational implications. The PRISMA framework was used to analyse 6081 peer-reviewed articles published between 1944 and July 2025 through bibliometric methods. The findings…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

College faculty often struggle with getting their students to read assigned materials. Even if students do read, they may not read closely or critically. Not only does the lack of effective reading undermine understanding, but it also hampers class discussions and engagement. To promote close and critical reading in a required, upper-division…

This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of a holistic reading programme linked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the…

In educational settings, students read for multiple purposes, such as preparing for an exam, practicing a new reading strategy, writing an essay, and more. Because reading is a goal-directed activity, providing students with task instructions can help them create goals for reading and develop a plan to meet these goals. In the current experiment,…

In printed English, there is some variability in the relationships between graphemes and the phonemes they represent. Learners who are sensitive to this variability learn to adjust their attempted pronunciation of an unfamiliar word such that they identify a real word that fits the context. This sensitivity and the ability to adjust attempted…

Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data…

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency,…

This research aimed to investigate the impact of word decoding speed and accuracy on reading comprehension in Turkish, which is characterized by a highly transparent and morphologically complex orthographic system. The study involved 160 students, half of whom were identified as poor readers, while the other half were classified as good readers.…

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…