There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second…

This article examines how master's students consult and process sources in source-based writing tasks in L1 and L2. Two hundred eighty master's students wrote a text in their L1 (Dutch) and L2 (English) at the beginning and end of the academic year. They wrote these texts based on three sources: a report, a web text, and a newspaper article. Their…

Reading rate, usually measured in words per minute, is a common operationalization of reading fluency in second language (L2) research and pedagogy. However, the impact of word length is often not addressed. This paper presents two studies showing how the number of characters in a text influences L2 reading time, independent of word counts, within…

The validation model of causal bridging inferences proposed by Singer and colleagues (e.g., Singer in "Can J Exp Psychol," 47(2):340-359, 1993) claims that before a causal bridging inference is accepted, it must be validated by existing knowledge. For example, to understand "Dorothy took the aspirins. Her pain went away," one…

Introduction: To better understand the process students with visual impairments experience in learning and using braille as a literacy medium, the researchers conducted interviews. The role of technology in the literacy experiences of the students was also examined. Methods: Individual interviews were conducted with four triads (a student, a…

Investigating the processes underlying test performance is a major source of data supporting the explanation inference in the validity argument (Chappelle, 2021). One way of modeling the cognitive processes underlying test performance is by constructing a Q-matrix, which is essentially about summarizing the attributes explaining test-takers'…

Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

The present study aimed to explore the nature of developmental dyslexia in a language considered to have a transparent orthography, namely, Dutch. We assessed the accuracy and efficiency of decoding words and pseudowords with four lengths as well as three types of phonological ability in 2,760 typical children and 397 peers with dyslexia across…

The author is responsible for teaching reading classes and overseeing the reading curriculum at an intensive English program in the United States. The institution strives to make reading fluency a priority in the classroom, but after conducting a basic overview of the literature on the topic, the author realized that the approach could be improved…

As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the…

Background: Health literacy is crucial to develop health-related knowledge, adopt healthy lifestyles, and benefit from health care services. However, research on the association between health literacy and adolescent health outcomes, particularly on their prospective associations, is rare. We assessed health literacy using 3 validated measures,…

This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…

A pervasive question in second language (L2) research is whether L2 learners can acquire parameterized functional features that are not instantiated in their first language (L1). While some researchers have argued for a representational deficit (e.g., Clahsen & Muysken, 1989; Hawkins & Chan, 1997), claiming that L2 learners' competence is…

Research on reading comprehension of connected text emphasizes reliance on single-word features that organize a stable, mental lexicon of words and that speed or slow the recognition of each new word. However, the time needed to recognize a word might not actually be as fixed as previous research indicates, and the stability of the mental lexicon…

The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…