Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…

Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader to synchronously read connected text aloud. We use the term Synchronous Paired Oral Reading Techniques (SPORT) to describe a family of related methods…

The article explores the relationship between intrinsic and extrinsic reading motivation, reading amount and the comprehension of narrative and expository texts in lower secondary school students. In addition, we intended to verify the effect on these variables of an educational programme, the writing and reading workshop (WRW), aimed at promoting…

Increasingly, research attention has turned to the benefits of extensive reading (ER) in languages other than English, such as Japanese. Yet significant issues remain with participant numbers in studies of Japanese ER, which are often low, meaning they may not be representative of the rest of the cohort, let alone students in other contexts. An…

We examined associations between preschoolers' levels and growth rates of emergent writing skills and their later reading abilities, including whether being bilingual altered such associations. This study involved 243 preschoolers in 95 early childhood classrooms, who were measured on emergent writing skills across four time points and later word…

Prosody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of "reading prosody" can distinctly reveal how well word recognition and comprehension processes coalesce, providing…

Background: While highlighting is one of the most common strategies to enhance reading comprehension, little is known about how highlighting behavior and its relationship with performance varies across cultures. Our purpose was to examine whether the use and the success of highlighting prevalence, quantity, and task relevance vary internationally.…

The importance of oral language skills in reading comprehension is widely recognized in contemporary models. Building on this foundation, we propose the Linguistic Pathways Model. In this model, we illuminate mechanistic and developmental detail by which individual components of oral language support reading comprehension and embrace the multiple…

Background: Although comprehending illustrated texts is essential, adult readers in this era may not have acquired reading comprehension strategies. Eye-movement modelling example (EMME) is promising for helping less-skilled learners master these strategies; however, its benefits for adults remain unknown. Another understudied factor in the EMME…

The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…

This case report describes a decoding intervention that was developed for and implemented with a 15-year-old female with significant word-level reading challenges. The intervention integrated multiple evidence-based approaches to improve decoding, including instruction in (a) phonemes-graphemes (sounds-symbols) that the participant did not know at…

This study aims to determine the effectiveness of Fry readability-based digital storybooks on reading comprehension skills among elementary school students. The method used in this study was an experimental research design with a pretest-posttest control group design to measure students' reading comprehension skills. The sample of this study was…

This study proposes and identifies two levels of word reading at which good comprehenders can obtain a similar understanding of written and spoken narrative texts: The oral-written matching functional and efficient thresholds. These thresholds are compared with the level of word reading over which a relationship between listening comprehension and…

This reflective article examines the work of Hurt, Roane, Simms, and Schell (1975), who surveyed remedial reading teachers to identify key personality traits essential to their profession. Their findings are contextualized within a broader historical framework, tracing significant educational policies and milestones that have shaped the field of…

Cognitive-informed reading education research utilises models that are underpinned by the notion that reading is a mental process of word recognition multiplied by language comprehension. Examples of these models include the Simple View of Reading, the Cognitive Foundations Framework, the Reading Rope and the Active Model of Reading. These models…