For students to be able to read with greater fluency and comprehension, they must first develop their understanding of morphology, the knowledge of meaningful word parts in the language. To develop this understanding, students must learn the following: letter patterns and word parts, the relation of sounds to letters, and high-frequency word…

Improving reading comprehension for middle school students with disabilities and others who struggle with reading, referred to here as striving readers, is challenging. Formal reading instruction typically shifts from skills acquisition to application in middle and high school, providing inadequate support in the skills for comprehension (Chall,…

This participatory action research study (Herr and Anderson, 2015) explored the reading lives, reading histories, reading identities and teaching practices of five in-service English teachers involved in a professional learning network (Trust, Krutka, and Carpenter, 2016) in order to deepen our understanding of the reading and teaching lives of…

An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)--stable and likely requiring fewer resources than personnel--do not offer a complete…

The current study examined the extent to which sixth grade students used their pre-existing topic beliefs to guide comprehension of semantic ideas within multiple conflicting texts, and the sources providing them. Adolescents completed an inventory assessing their pre-reading topic beliefs one week prior to the study. During the study, students…

We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (M age = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and…

The study examines whether the average performance of the population with dyslexia in a working memory measure can be inferred dimensionally from the characteristics of the typical population. Specifically, we focused on Associative Phonological Working Memory (APWM), an ability that we predicted being impaired in dyslexia due to the relationship…

Reading strategy instruction is positively related to students' reading literacy. However, little is known about how reading instruction that emphasizes different types of reading strategies affects reading literacy. This study examined how Singapore primary school teachers' reading strategy instruction affected Grade Four students' reading…

Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the…

Tactile, motor and cognitive capacities decline with age, but little is known about how this relates to braille reading outcomes. This study investigated correlates of braille reading speed among working-age and older adults. Texts were read in two modes (oral/silent) and two media (paper/electronic braille display) by 46 blind adults (age range…

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher…

The authors of the Common Core State Standards and publishers of literacy programs focus on an essential aspect of comprehension, the process of drawing inferences. An inference refers to any piece of information that an author does not include in text but expects readers to use to make meaning. Four common inference types are anaphoric,…

Research Findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification…

Children can teach themselves new words via the process of independent text reading--previous studies on self-teaching heavily focused on learning to read in a first language (L1). Limited work to date has been devoted to second language learning (L2). The present study aimed to fill this gap by investigating self-teaching among English Language…

The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students' historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support…