The aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students' reading comprehension skills. In this context, students' attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The…

Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the…

Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students' prior abilities. N = 304 primary school students were randomly assigned to…

Reading and reading comprehension are crucial skills, yet many primary school students struggle. To address this, fostering both the skill and will for reading is a central aim in literacy education. Reading motivation is considered a multidimensional construct, including autonomous reading motivation (ARM), driven by personal value and pleasure;…

Culture and language shape the way people read. Yet, within many popular reading models of reading development, culture is a component, if featured at all. Illustrated through examples of pro-Black, culturally sustaining, emancipatory practices of one teacher, this article highlights the Cultural Sustenance View of Reading, a reader model that can…

Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture-text compounds suggest that omitting the picture element is…

In this essay, I outline some of the essential ingredients of a universal theory of reading acquisition, one that seeks to highlight commonalities while embracing the global diversity of languages, writing systems, and cultures. I begin by stressing the need to consider insights from multiple disciplines including neurobiology, cognitive science,…

Author Gwen J. Pauloski introduces four flexible adolescent literacy practices that help secondary students make deeper sense of the complex informational texts they encounter in school and beyond. Adolescent readers learn age-appropriate comprehension strategies and practice applying them as they discuss, analyze, and write about their reading.…

Reading comprehension is necessary among pupils as it is the foundational skills for the overall academic success of elementary learners, particularly Grade 4 pupils. It is the ability to understand and engage with text passages which is critical for a lifelong learning and a foundation for education. Nonetheless, many pupils are struggling with…

In "Leveled Reading, Leveled Lives," leading literacy expert Timothy Shanahan curates a lively tour of the history of reading instruction in the United States, arguing that the most popular reading instruction method is failing students and suppressing their literacy achievement. He breaks down the reasons why teachers and researchers…

This study explored how parents' perceptions of reading shape their efforts to promote a reading environment within Bangladesh's social and cultural context. Framed by Self-Determination Theory, this study investigated the effects of parental practices on the cultivation of intrinsic reading motivation among children. Using a qualitative approach,…

The current study used the network meta-analysis to investigate the effects of early reading interventions with different combinations of phonological processing, decoding, fluency, vocabulary, and reading comprehension among students with reading difficulties (RD) in or before Grade 3. We aimed to test two reading intervention hypotheses: The…

Engaging with and comprehending a text is more significant than mere reading, as it allows for the exploration of profound truths beyond the literal words on the page. Early adolescents often face challenges in acquiring fundamental knowledge, and different reading strategies and levels of motivation can greatly impact their reading experience.…

Students are regularly expected to engage with connected text during the school day. However, for some readers, these demands can be overwhelming, particularly when reading fluency is still developing. In this article, we highlight Synchronous Paired Oral Reading Techniques (SPORT) as one approach that teachers can use to help striving readers…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…