Breaking down complex words into smaller meaningful units (e.g., "unhappy = un- + happy"), known as morphemes, is vital for skilled reading as it allows readers to rapidly compute word meanings. There is agreement that children rely on reading experience to acquire morphological knowledge in English; however, the nature of this…

The Internet has transformed the way we read and the context in which we acquire knowledge. Online reading brings both unique opportunities and challenges. To utilize the full potential of this digital environment and to successfully participate in an online information society, digital reading skills are essential. But what makes online reading…

Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ("UFLI Foundations") in…

Background: Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between…

Classroom lighting, when set to high luminous (lx) and cooler correlated color temperature (CCT) conditions, can increase student focus, concentration, and oral reading fluency (Mott et al., 2012; 2014). However, when illuminance is too high and color temperature is too cool, irritating and adverse effects can occur such as visual fatigue and…

Studies of children at high risk of dyslexia demonstrate that oral language difficulties are a major risk factor for poor reading and that children who enter school with poor language are likely to struggle to become proficient readers. We review findings of studies of oral language intervention against a backdrop of research showing that language…

The increasing number of Emergent Bilingual students (EBs) in US schools has created the need for teacher preparation programs that foster a deeper understanding of findings from cognitive science that inform best instructional practices. Although much has been said about EBs as needing to "bridge the gap" on their reading achievement in…

The purpose of this study is to examine the effect of the story map method applied to fourth-grade primary school students on the students' ability to determine the main idea in narrative texts. The study was conducted within the scope of a quasi-experimental design, one of the quantitative research methods; a matched control group post-test model…

Many children speak language varieties (dialects), such as African American English (AAE) that differ from the language variety typically used in academic settings and in literacy instruction (Mainstream American English, MAE). There has been considerable work suggesting a negative correlation between use of a non-mainstream dialect and lower…

Teaching reading is a key element of initial teacher education programmes in England. This study contributes to the research about the most effective way to ensure preservice teachers have the necessary skills and knowledge to teach reading. One-to-one reading tutoring of children has been demonstrated to have some positive effects on preservice…

Addressing the gap in cross-cultural understanding of school-based social capital, this study examines its effects on student reading literacy across 14 economies using PISA 2009 data, selected for Parent Questionnaire availability. A two-stage analysis involved country-specific two-level hierarchical linear models (HLM) controlling for…

Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang-out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension…

Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang-out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension…

This instrumental case study explored the experiences of two children diagnosed with an Intellectual Disability (ID) during interactive read-alouds delivered at home. Participating parents implemented interactive read-aloud strategies with ease and reported joy in the experience. The uniqueness of each child and the role of choice in reading…

A review of the literature on second language learning indicates scanty skill-specific research related to efficacy beliefs and metacognitive strategy use, particularly in students' English reading skills. This study, thus, investigated the influence of metacognitive strategies use and self-efficacy beliefs on EFL reading comprehension of 150…