Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern…

Reading, as one of the four basic language skills, activates language learning. Tertiary-level students often undermine this opportunity and rarely read anything in addition to their course assignments. Rapid technological developments offer additional possibilities in this domain. The present study aims to define to what extent the specifically…

This study aims to investigate the influence of an English as a foreign language college extensive reading program on different types of motivation to study English within the framework of Self-Determination Theory in order to identify and clarify students' motivational changes. Identical questionnaires were administered to a group of nonEnglish…

This field note contributes to understanding of the challenges in and opportunities for supporting social and emotional learning (SEL) in the education in emergencies context, with a particular focus on embedding social and emotional skills into literacy learning in the early grades of primary school. In Afghanistan, the current reality is that…

Recent initiatives in the UK and the US have added greatly to the amount and quality of research on the effectiveness of secondary reading programmes, especially programmes for struggling readers. This review of the experimental research on secondary reading programmes focuses on 69 studies that used random assignment (n=62) or high-quality…

An audit was completed at the University of Alaska Fairbanks (UAF) based on the curriculum audit model developed by Armstrong, Stahl, and Kantner (2015). The audit examined text readiness and text expectations in UAF developmental reading courses and 100-level general-education and career-technical education courses, how well these text…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers (Holschuh & Paulson, 2013). Skills oriented deficit-based approaches to reading provide deficit-based frameworks for readers to construct self-perceptions. TLS 239…

This study relates to the results obtained in the development of reading comprehension (RC) and self-concept as a reader in students who participated in "Llegim en parella" ("Reading in pairs"), a Catalan peer tutoring programme. The research combines a quasi-experimental design with the use of comparison groups and…

Dyslexia (DYS) can be defined as a reading disorder that is not caused by sensory or cognitive deficits, or by a lack of motivation or adequate reading instruction. Remediation of a deficit in phonological processing has been the focus of most DYS interventions to date, but these studies have had despairingly little impact on generalized reading…