Struggling students' poor reading and comprehension skills have continued to be a national problem. A New Jersey Department of Education report showed that of 311,628 middle school students tested in language arts, 26.2% scored at the partial proficiency level and 58.5% scored at the proficiency level. Further review of the middle schools in a…

Reading is more than just decoding the letters on a page--although that is critically important. It is drawing meaning from text and making connections to the outside world. These are the critical thinking skills that determine success both in and outside the classroom. In past years, far too many of Tennessee's students have passed through…

Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement (EM) data. Past studies have yielded direct and indirect evidence concerning the utility of EMs as measures of reading, but recent…

A socio-constructivist approach to writing pedagogy recognises the importance of participant relationships in argumentation in disciplinary writing, although awareness of the rhetorical resources available to achieve this dialogic partnership between writer and reader can be difficult to teach. The highly metadiscursive nature of feedback…

Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children…

Selecting and integrating the use of digital texts/tools in literacy lessons are complex tasks. The DigiLit framework provides a succinct model to guide planning, reflection, coaching, and formative evaluation of teachers' successful digital text/tool selection and integration for literacy lessons. For digital text/tool selection, teachers need to…

This paper presents findings from a systematic literature review that explored the delivery arrangements of school-based reading interventions for struggling readers aged 5-8 years. Databases were searched for published and unpublished studies from 1970 to 2017, which employed a randomised controlled trial or quasi-experimental design. Sixty-four…

This study examined typologies of young adults as readers in the digital age (N = 993). Latent profile analysis (LPA) results showed that across different modes (printed, online, and social media) and purposes (academic and recreational) of reading, four distinctive reader groups emerged: low-interest readers, traditional readers, moderate…

Previous research has shown that rhyme and meter--although enhancing prosodic processing ease and memorability--also tend to make semantic processing more demanding. Using a set of rhymed and metered proverbs, as well as nonrhymed and nonmetered versions of these proverbs, the present study reveals this hitherto unspecified difficulty of…

This study aimed to investigate reading comprehension skills of the 4th graders in terms of the sentiments given in the reading text and to reveal that whether there is a meaningful difference for reading comprehension skills of different student groups or not. The sampling of the study has been selected randomly and it has been limited in primary…

The purpose of the present study was to examine the relationship between reading literacy and age in an adult population aged 25 to 65 in Nordic countries using PIAAC 2012 data. More specifically, the study examined to what extent variations in the literacy proficiency of adults are explained by age and the recentness of qualifications when…

A functional region of left fusiform gyrus termed "the visual word form area" (VWFA) develops during reading acquisition to respond more strongly to printed words than to other visual stimuli. Here, we examined responses to letters among 5- and 6-year-old early kindergarten children (N = 48) with little or no school-based reading…

Impaired abilities in multiple domains is common in children with learning difficulties. Co-occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including…

Purpose: Reading skills continue to develop into adolescence and adulthood. Difficulties in reading have lifelong repercussions. Many speech-language pathologists who work with older individuals in the school setting face significant issues, including those mandated by recent changes in legislation. Theoretical topics related to reading…

Poetry can help develop in students a love for reading, writing, and playing with language, yet it is often a neglected literary form in many reading curricula. Those who see the value of poetry recognize it as the perfect genre for teaching phonics, fluency, and a love of language. The rhyming, rhythmical language of poetry provides the perfect…