The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very…

This study presents the validation process of a listening test based on a communicative language test proposed by Bachman (Fundamental considerations in language testing, 1990). It was administered to third-grade high school students by the sixteen Korean Provincial Offices of Education for Curriculum and Evaluation in September 2012 to assess…

Although small-group guided reading is traditionally an elementary school instructional practice, this study details how high school English teachers perceived its implementation in high school classrooms. As part of a larger, multiyear research project, this 2-year study examined a dual-level coaching professional learning program that included…

This study investigated whether there are significant differences between reading achievements of 15-year-old students and starting age for preschool and socioeconomic factors according to the results from the PISA 2015 and 2018. The quantitative results show that there is a clear and statistically significant difference between reading test…

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The…

Twenty adult ESL students at a community college participated in a semester reading intervention. Participants received a modified extensive reading treatment, and some participants received an additional repeated reading direct instruction reading intervention. The author examined the impact of the reading interventions on ESL students' reading…

The purpose of this study was to examine the dually implicated processes of language and self-regulation in reading comprehension and to determine if self-regulation contributes unique variance to reading comprehension beyond word recognition/decoding and oral language comprehension. The study also sought to determine if the unique contribution of…

The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9-12 years. Executive functions (EFs)--working memory (WM), inhibition, and cognitive flexibility--and DT were evaluated using computerized tasks.…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…

The type of processing-resource allocation (TOPRA) model predicts that the semantic processing of new second language (L2) words can impede the learning of their forms while structural processing can promote it. Using this framework, the present study examined the effects of processing type (semantic, structural, control), exposure frequency (one…

Purpose: The aim of this study was to examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments and school-based speech pathology services in students with cerebral palsy (CP). Method: Thirty-five participants with CP who had Individualized Education Programs (IEPs) were classified…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for…

Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50…

As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students…