This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed…

The texts students encounter are becoming increasingly complex and multimodal. There remains a need to understand the semiotic resources students draw upon to make meaning with these multimodal texts. This study draws on social semiotics as a frame to explore the ways in which eight first graders with a wide range of literacy proficiency levels…

This study aimed at investigating the correlation between students 'vocabulary mastery and reading comprehension performance. The population of the study was the whole students at the English Education Department of Universitas Kristen Indonesia. The sample was taken using the cluster sampling technique, i.e., by taking 52 students of Batch 2015,…

Purpose: Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The…

This action research aims to extend English as a foreign language (EFL) learners' reading practices through the use of reading logs beyond the classroom. Accordingly, EFL students in an English reading course are encouraged by their teacher, the researcher, to keep weekly reading logs for three semesters. Later, 38 students' viewpoints are…

Recent calls for coursework acceleration, reforms efforts, and promising pedagogical practices have resulted in the reemergence of integrated reading and writing (IRW) courses in community colleges nationwide. To answer such calls, a number of IRW textbooks have been published and implemented rapidly, perhaps out of convenience. This study was a…

This study examined the relation between Theory of Mind (ToM) and reading comprehension in 42 7- to 9-year-old Hong Kong Chinese children with autism and 55 typically developing peers (TD) who were comparable in age, nonverbal intelligence, and working memory. Relative to their TD peers, children with autism exhibited difficulties with reading…

The application of metacognitive strategies has been found to play a crucial role in reading comprehension. Hence, a sequential explanatory design method was undertaken on the use of metacognitive strategies among 403 Filipino ESL freshman students taking up General English Course. Findings revealed that the participants demonstrated a high…

Teaching strategies and their combinations are important for improving students' text comprehension, but it is unclear how they are used in primary school. To identify frequencies and patterns in primary school teachers' strategy use, 186 Estonian teachers were questioned. Explorative factor analysis revealed the strategies of supporting active…

We propose that machine-learned computational models (MLCMs), in which the model parameters and perhaps even structure are learned from data, can complement extant approaches to the study of text and discourse. Such models are particularly useful when theoretical understanding is insufficient, when the data are rife with nonlinearities and…

Brief experimental analysis (BEA) is frequently used to drive intervention selection decisions for students in need of intensive reading fluency intervention. Researchers have demonstrated that most BEA results for students with reading fluency difficulties are undifferentiated when considering the standard error of measurement (SEM) of…

Foreign language (FL) reading is a persistent problem among many learners. This preliminary study investigates FL reading anxiety among students learning English as a foreign language (EFL) at the tertiary level, employing Saito et al.'s (1999) Foreign Language Reading Anxiety Scale (FLRAS) and a background information questionnaire. A total of…

In this study we investigated whether the beneficial effect of adding illustrations to text can be explained by the fact that illustrations facilitate analogous mental representation construction from text in visuospatial working memory. For this the secondary task paradigm was used. It was expected that the secondary task interfered only with…

This study examined the relationship between the frequency of mother-child and father-child literacy teaching activities and the reading skills of Chinese preschool children. A total of 105 Hong Kong Chinese preschoolers and their fathers and mothers were involved. Fathers and mothers independently reported the frequency of their own literacy…

Reading and writing skills are intricately associated, and their mutual influence is seen as a dynamic process during literacy development for English. However, a broader understanding of the cross-domain development of literacy would be gained by examining literacy acquisition across different languages and scripts. An advantageous approach is to…