Introduction: Existing studies of the variables that can impact reading comprehension at intermediate levels of Primary Education are not entirely conclusive. The present study analyzes the contribution to reading comprehension made by domain-general skills, such as fluid intelligence (Gf) and working memory (WM), and domain-specific skills, such…

Previous studies comparing teacher-centred (TC) and learner-centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to…

This study reports the findings of the research conducted on the effects of Interest-Based Language Teaching (IBLT) on Persian students' interest in L2 learning, and their achievement in reading comprehension. With the aim of improving L2 learning in the university level, the study investigated whether selecting instructional materials based on…

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students' long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI…

Prior work has examined the role of interest in students' single text processing and comprehension, but interest has been under-examined within the context of multiple text use. This study examines two forms of interest, individual interest and situational interest, in the context of students' completion of a multiple text task. Time on texts and…

For many, the terms dyslexia and Orton Gillingham (OG) go hand in hand, yet much is misunderstood about both terms. Dyslexia is a specific learning disability that is neurobiological in origin and results in difficulty with accurate or fluent word recognition, reading, and spelling. OG is an approach to teaching individuals with dyslexia to read…

Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children's reading affect--particularly anxiety--and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school…

This article reports on a study investigating leisure reading among university students using Kindle devices. The study employed a pre-post reading engagement survey of a cohort of twenty-one college students. Students participated in the study by completing self-reported surveys before and after a semester-long reading engagement program. The…

Several researchers have advocated explicit instruction of vocabulary in order to help students improve their reading comprehension, especially low-achieving readers who need to "catch-up" to their age peers. Very few studies, however, have attempted to compare the time efficiency of direct instruction to its alternatives. In this…

In this investigation, differences in the reading performance as a function of degree of economic disadvantage for Texas Grade 3 students were examined. Data were obtained from the Texas Education Agency on all Texas Grade 3 students for the 2012-2013, 2013-2014, and 2014-2015 school years. In all analyses, statistically significant differences,…

Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after…

Standardized assessments are focused on integrating knowledge from multiple sources and developing composed written responses. This requires the students to be able to read and comprehend on grade level, within the various subject areas (reading, math, science, and social studies), which are skills students with disabilities struggle to do. The…

Implementation fidelity is considered an indicator of an intervention's internal validity. In reading research, while student outcome measures are often well described, measures of implementation fidelity have received far less attention. Although researchers have become interested in the relation between implementation fidelity and student…

There is accumulating evidence that readers continually evaluate the consistency, congruence, and coherence of text by processes of validation. Validation is initiated immediately on stimulus presentation, may proceed nonstrategically, and serves as a criterion for representational updating. However, validation exhibits a variety of deficiencies.…

Research with English monolinguals has identified key subskills of reading comprehension that can differentiate subgroups of readers. There remains a dearth of research examining these subskills in Spanish-speaking bilingual students, and few studies have identified subgroups of readers whose home language is Spanish. This study used latent…