The author reflects on the development of her own reading life and how that rich reading life failed to influence how she taught reading early in her career. During graduate studies, while researching in classrooms where reading workshop was the instructional model and through talking to those exemplary teachers, the author came to understand both…

The purpose of this study was to investigate the contribution of decoding and reading fluency to reading comprehension and how it differs across different types of comprehension measures among 4th-grade students with reading difficulties and disabilities (M age = 9.8, SD = 0.6). Results indicated that decoding and reading fluency predicted 8.1% to…

Children's idiom comprehension is an important aspect of language development. Idioms have both literal and figurative meanings, and there are often great differences between literal meaning and figurative meaning, which brings great difficulties to children's accurate understanding of idioms. As a kind of underlying language ability,…

Reading motivation can greatly impact reading comprehension, but it tends to diminish in and beyond elementary school. This study employs knowledge building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty-four third graders who spent one class period (ie, 40 minutes)…

In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations…

The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…

Effects from different studies of reading and mindset interventions are inconsistent, pointing to the need to investigate moderating factors affecting response. In this study, we implemented two intensive intervention conditions for fourth-grade students with/at risk for reading disabilities (N = 360). One intervention condition included reading…

English vowels are phonologically and orthographically more difficult than consonants when learning to map speech to print. We sought to determine if teaching young at-risk readers and spellers to use a visual vowel hand sign system to segment spoken words into their component phonemes contributed to improved grapheme-phoneme correspondence…

Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with…

This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language…

This study aimed to research the significance of using shared reading approach on improving KG students' reading comprehension. The research was implemented with five students from KG2 who attend government kindergarten in Sharjah, United Arab Emirates. The research followed a mixed methods research design, considering both quantitative and…

The Mantel-Haenszel estimator is one of the most popular techniques for measuring differential item functioning (DIF). A generalization of this estimator is applied to the context of DIF to compare items by taking the covariance of odds ratio estimators between dependent items into account. Unlike the Item Response Theory, the method does not rely…

Informational text (IT) is a type of nonfiction designed to convey information about the natural or social world. Reading IT with young children increases knowledge of content area vocabulary and concepts and helps children build the background knowledge for success with future reading. However, children with autism spectrum disorder (ASD) may…

The purpose of this study was to investigate the role of breadth and depth of vocabulary knowledge in reading comprehension at Debre Markos University. A quantitative approach was taken to gather and analyze the data. Out of 235 students learning at the college, 61 samples were taken randomly. To investigate their knowledge of vocabulary breadth,…

Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression…