National reading data indicate that students with intellectual disabilities (ID) fall behind their peers in reading. Reading is important for academic achievement and learning to read can increase independence in several settings including school, work, home, and community or social (Wilson & Hunter, 2010). Students with ID have historically…

This intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness-raising approach which combined reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening…

Accurately judging students' comprehension is a key professional competence for teachers. It is crucial for adapting instruction to students' needs and thereby promoting student learning. According to the cue-utilization framework, the accuracy of teachers' judgments depends on how predictive (or diagnostic) the information (or cues) that teachers…

Background: Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening…

Prosody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of "reading prosody" can distinctly reveal how well word recognition and comprehension processes coalesce, providing…

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language…

Background: Oral comprehension difficulties are prevalent in preschool children with language difficulties and are frequently the target of speech and language therapy (SLT) intervention. To support the implementation of research to practice, there is a need to identify effective interventions for this population and to describe their components.…

In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an…

The purpose of this study was to examine the outcomes of a home-based, repeated reading intervention in which texts are matched to children's school-based instructional reading level. Results indicated that across the five cases, improvements were evident in reading accuracy, rate, and fluency for the take-home texts and all participants'…

This study explores the effectiveness of online Chinese language courses, focusing on the development of listening comprehension and Mandarin pinyin pronunciation skills among Chinese language students at the Faculty of Education, Uttaradit Rajabhat University. Utilizing a systematic approach, the research employed a pre-test and post-test design…

There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators,…

Background: People with aphasia (PWA) frequently experience difficulties in understanding longer written content such as paragraphs or books. Reading strategies are a promising approach to treat text-level reading comprehension deficits in PWA. Nevertheless, empirical evidence for their efficacy remains rare. Aims: The primary objective of this…

This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both…

Background: Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and…

This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…