This sequential mixed-method study aimed to explore elementary reading teachers' perceptions and experiences of vocabulary practice and student self-efficacy to increase reading achievement. The quantitative approach utilized a Likert-type survey design shared with respondents through email to identify teachers' perceptions of vocabulary…

This study investigated the effects of assisted oral reading on EFL learners' oral reading rates and took into account repetition times, passage features (length and type), and language proficiency. Forty-nine students from a university of technology took part in a 27-week oral reading program. Teaching assistants were assigned to assist…

Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading comprehension, yet the results of those studies are mixed. Individual differences in students' vocabulary knowledge may explain these mixed results. This article examines to what extent vocabulary knowledge…

Backgrounds: Decoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice. Aims: To examine the developing importance…

The acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension.…

Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine…

This study examined a combined reading curriculum (CRC) containing all the essential reading components of phonemic awareness, phonics, spelling, vocabulary, fluency, and comprehension. The CRC combines a word study curriculum with a specifically designed supplemental reading curriculum to create a developmental, systematic, and comprehensive…

This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However,…

This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on…