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Unpacking the Relation between Morphological Awareness and Reading Comprehension in Chinese Children
Wang, Zhenliang; Xie, Ruibo; Wu, Xinchun; Xia, Yue; Yu, Yanling; Nguyen, Thi Phuong; Cheng, Zizhuo – British Journal of Educational Psychology, 2023
Background and Aims: Morphological awareness is an essential ability for successful reading. This study aimed to explore the contribution of morphological awareness to reading comprehension (RC) in Chinese. Particularly, this study sought to determine whether the relation between morphological awareness and RC differs across various facets of…
Descriptors: Morphology (Languages), Reading Comprehension, Grade 6, Metalinguistics
Moradi, Elahe; Ghapanchi, Zargham; Pishghadam, Reza – Journal of College Reading and Learning, 2023
This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension…
Descriptors: English Language Learners, Reading Comprehension, Scores, Reading Tests
Fosburgh, Kevin W. – ProQuest LLC, 2023
Prior to this study, it was not known it was not known if and to what extent the adoption of the Positive Behavior Interventions and Supports (PBIS) predicts fifth-grade academic achievement in math and reading when controlling for baseline achievement in the previous grade for Native American students in rural elementary schools in Northeastern…
Descriptors: Elementary School Students, American Indian Students, Rural Schools, Academic Achievement
Christine Bassett – ProQuest LLC, 2023
On average, English language learners (ELLs) do not demonstrate the same academic achievement as their native English-speaking peers. The number of ELLs in U.S. schools has increased over the last several decades, as has the scholarly debate on how to best support ELLs in building foundational reading skills. The purpose of this study was to…
Descriptors: English Language Learners, Phonics, Reading Instruction, Reading Achievement
Kremmel, Benjamin; Indrarathne, Bimali; Kormos, Judit; Suzuki, Shungo – Language Learning, 2023
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis…
Descriptors: Reading Comprehension, Second Language Learning, Second Language Instruction, Adult Students
Chunbao Huang – Interactive Learning Environments, 2023
Testing reading has always been indispensable in language tests. The present study aims to evaluate three parallel reading tests from the National College English Test Band Four (CET-4) in June 2021 in terms of reading ability orientations, text readability and its correlations with reading performances. The quantitative analysis reveals: (1) in…
Descriptors: Reading Comprehension, Reading Tests, English (Second Language), Language Tests
Gallagher-Mance, Jenelle – ProQuest LLC, 2023
This single subject experimental design study used an adapted alternating treatment design to examine the effects of a synthetic phonics intervention and an analytic phonics intervention on oral reading accuracy, oral reading rate, and letter-sound correspondences among first grade students. Students who were reading at least two levels below…
Descriptors: Phonics, Reading Instruction, Prevention, Teaching Methods
Weiling Li; Aaron Butler; Catherine Oberle; Anabil Munshi; Amy J. Dray – Online Submission, 2023
Edmentum offers a personalized learning platform called Exact Path. This quasi-experimental study, designed to meet ESSA Tier 2 evidence and What Works Clearinghouse standards with reservations, aimed to assess the efficacy of Exact Path in a district from the Midwestern United States. The goal was to provide specific recommendations to educators…
Descriptors: Achievement Tests, Scores, Educational Technology, Reading Achievement
Nathan J. Devos – TESL Canada Journal, 2023
Proficient communication, particularly reading comprehension, is vital for career progression, yet many college-level English as an Additional Language (EAL) students encounter hurdles in this area. Weak reading skills can impede job prospects, underscoring the need for tailored interventions during students' studies. Therefore, post-entry…
Descriptors: Foreign Countries, College Freshmen, Instructional Materials, English (Second Language)
Elizabeth L. Jaeger – Reading & Writing Quarterly, 2024
Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it fails to acknowledge the potential for RtI to support readers who struggle to meet sophisticated standards and because it fails to attend to ways in…
Descriptors: Common Core State Standards, Response to Intervention, Academic Standards, Reading Difficulties
Ivan D. Mardini G.; Christian G. Quintero M.; César A. Viloria N.; Winston S. Percybrooks B.; Heydy S. Robles N.; Karen Villalba R. – Education and Information Technologies, 2024
Today reading comprehension is considered an essential skill in modern life, therefore, higher education students require more specific skills to understand, interpret and evaluate texts effectively. Short answer questions (SAQs) are one of the relevant and proper tools for assessing reading comprehension skills. Unlike multiple-choice questions,…
Descriptors: Reading Comprehension, Reading Tests, Learning Strategies, Grading
Jakob Schwerter; Justine Stang-Rabrig; Ruben Kleinkorres; Johannes Bleher; Philipp Doebler; Nele McElvany – European Journal of Psychology of Education, 2024
Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students' development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school…
Descriptors: Student Welfare, Elementary School Students, Academic Achievement, Resources
Jesús Honorato-Errázuriz; Valentina Bastidas-Schade; Maria-Soledad Ramírez-Montoya – Journal of Social Studies Education Research, 2024
During times of crisis, such as the COVID-19 pandemic, the evaluation of educational programs becomes crucial for making evidence-based decisions. This study aims to validate and pilot an assessment instrument tailored to evaluate an innovative national reading program in Chile, particularly during the critical phase of post-pandemic educational…
Descriptors: Foreign Countries, Reading, Reading Ability, Reading Tests
Jonie B. Welland; Emily L. Singell; Katherine A. Graves; Matthew K. Burns – Journal of Psychoeducational Assessment, 2024
Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading…
Descriptors: Elementary School Students, Reading Diagnosis, Reading Comprehension, Reading Fluency
Nikola Ebenbeck; Markus Gebhardt – Journal of Special Education Technology, 2024
Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT…
Descriptors: Computer Assisted Testing, Students with Disabilities, Special Education, Grade 3