This article considers text comprehension through the integrated perspectives of language processing research and practical writing advice as expressed in writing guides and language policies. Such guides for instance include advice to use active constructions instead of passives and sentences instead of nominalizations. These recommended and…

In this article, one literacy coach turned university professor describes her journey through Reading Recovery training and the lessons she learned along the way. She reflects on her teaching before and after studying Clay's work, and she describes the changes that she went through as a teacher as she applied the principles to her own teaching and…

Reading and writing are critical to students' success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested…

According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits…

Previous studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers…

The purpose of this study was to investigate whether or not a child's chronological age at the onset of kindergarten influences foundational literacy skills and if there is an impact on long-term reading achievement. Research indicates that there are several factors that influence school readiness and the foundational literacy skills that must be…

Purpose: The purpose of this study was to investigate the effects of word-related factors (i.e. frequency, range, dispersion and cognateness) on first-language English (L1E) readers' (n = 20) and second-language English (L2E) readers' (n = 20) incidental acquisition of vocabulary through the reading of an authentic novel.…

This article reports on research conducted to investigate student confidence in reading by collecting data from 135 primary schools in rural China. In the survey, we adopted the PIRLS scales of confidence in reading and reading skills test items. Our analysis shows that compared to the other countries and regions, rural China ranks last with…

The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences of using DSM-5 or ICD-11, and of the different ways of implementing each diagnostic criterion on the prevalence of reading disability. We did so in a representative sample of the…

Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third,…

The present study sought to investigate the effects of meaning-focused input (MFI) and meaning-focused output (MFO) activities on willingness to communicate (WTC) of English as a Foreign Language (EFL) learners. The study aimed at exploring learners' perceptions towards the efficacy of MFO and MFI activities for developing WTC. The participants of…

Our nation is characterized by diversity in languages, ethnicities, nationalities, and cultures with projected increases in English learners attending U.S. schools. Consequently, it is imperative that we recognize how to maximize the academic and linguistic assets of our English learner student population. This study compared the performance on…

Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand…

The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

This investigation focuses on a tool used in a reading methods course to introduce reading specialist candidates to text analysis as a critical component of planning for text-based discussions. Unlike planning that focuses mainly on important text content or information, a text analysis approach focuses both on content and how that content is…