Contemporary research suggests an urgent need for educators to improve the quality of STEM teaching and learning. We developed a semester-long model curriculum for STEM teaching and learning. The overarching goal of this study was to establish an authentic inquiry approach to advanced laboratory courses that is interdisciplinary, collaborative,…

In this study, I investigate whether three A2 Key for Schools practice tests from Cambridge Assessment English for 6th-graders (11-12 years old) in Argentina measure growth and produce scores that are meaningful. Drawing data from three consecutive years, I analyze the scores of 80 children over a school year and consider whether the tests are…

The current study sought to examine the validity of a General English Achievement Test (GEAT), administered to university students in the fall semester of 2018-2019 academic year, by hybridizing differential information (DIF) and differential distractor function (DDF) analytical models. Using a purposive sampling method, from the target population…

The worldwide proliferation of English-medium instruction (EMI) in the higher education sector has compelled researchers to investigate the implementation challenges faced by teachers and students in such contexts. However, very few studies have focused on changes in pedagogical approaches to enhance EMI teaching and learning. This explanatory…

These days, screen reading has been widely adopted and discussed by school teachers and researchers. However, few studies have been conducted to formally evaluate the effectiveness of screen reading in improving EFL students' English reading comprehension, not to mention investigating the factors affecting their reading comprehension outcomes. In…

Exploration of second language teacher cognition in general and factors influencing it in particular has attracted the attention of many researchers over the last four decades. The study presented here explored potential factors that influenced teachers' cognitions and practices with regard to listening instruction and the development of this…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

For many secondary-level teachers working with adolescent language learners, one of the motivations for choosing English teaching as a profession is a shared love of reading short stories. At its best, entering a narrative is a sensory experience: engaged readers see, hear, and feel the words of a story and imagine themselves within its pages.…

This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers' listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening…

Reading ability has had a prominent role in English language education in Taiwan. The comprehension of materials and teacher instruction in English depends on students' English proficiency, and their achievement emotions regarding competence-related activities may influence how they read and complete tasks in English. This study aims to…

This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was "unmarked" by punctuation, "weakly marked" by a comma, or…

We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…

In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…