Publication Date
In 2025 | 3 |
Since 2024 | 54 |
Since 2021 (last 5 years) | 212 |
Descriptor
Source
Author
Husni Almoubayyed | 3 |
Stephen E. Fancsali | 3 |
Steve Ritter | 3 |
Abbasian, Gholam-Reza | 2 |
Chou, Mu-Hsuan | 2 |
Hart, Sara A. | 2 |
Hogan, Tiffany P. | 2 |
Norton, Elizabeth S. | 2 |
Parker, Philip D. | 2 |
Pei, Yalian | 2 |
Zuk, Jennifer | 2 |
More ▼ |
Publication Type
Education Level
Audience
Teachers | 1 |
Location
China | 7 |
Texas | 7 |
Thailand | 7 |
Germany | 5 |
Indonesia | 4 |
New Zealand | 4 |
Taiwan | 4 |
United Kingdom (England) | 4 |
Nigeria | 3 |
South Carolina | 3 |
Australia | 2 |
More ▼ |
Laws, Policies, & Programs
Every Student Succeeds Act… | 1 |
Head Start | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Nilforoushan, Somayeh; Rashtchi, Mojgan; Abbasian, Gholam-Reza – SAGE Open, 2023
This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying…
Descriptors: Reading Strategies, Metacognition, English (Second Language), Second Language Learning
Oranpattanachai, Pornpun – LEARN Journal: Language Education and Acquisition Research Network, 2023
Numerous studies have found that students' reading strategy and their reading self-efficacy play important roles in enhancing English reading comprehension in the context of English as a second/foreign language. This study attempts to investigate whether a relationship exists between the reading strategy and perceived self-efficacy of Thai EFL…
Descriptors: Foreign Countries, College Students, English Language Learners, English (Second Language)
Apairach, Sirawit – LEARN Journal: Language Education and Acquisition Research Network, 2023
With the rise of the digital age and social media in the 21st century, our language learners as readers are constantly exposed to a surge of textual information daily. Inevitably, there has been a pressing need for language teachers, particularly in the EFL context, to consider higher-level comprehension and reading skills that help prepare their…
Descriptors: Foreign Countries, Reading Instruction, English (Second Language), Second Language Instruction
Leslie D. Borton; Tina S. Herzberg – Journal of Visual Impairment & Blindness, 2023
Some students with visual impairments have not learned to read print or braille due to a variety of factors. The inability to read proficiently affects all areas of a person's life. Thus, it is essential that teachers of students with visual impairments (hereafter called "teachers") are systematic and use research-based practices in…
Descriptors: Case Studies, Visual Impairments, Reading Instruction, Learning Disabilities
Hala Alsabatin; Waleed Nureldeen; Remon Eskander; Waleed Nasr – Eurasian Journal of Applied Linguistics, 2023
Reading ability in English is decisive in determining the academic achievement of university students who study the English language, or any other subject in English. Extensive research has been conducted to explore whether ESL/EFL reading problems are language-specific or general reading problems. In this regard, previous research on the…
Descriptors: English (Second Language), Second Language Learning, Reading Ability, Native Language
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
Ashley Sanabria; Jin Kyoung Hwang; Elham Zargar; Deborah Lowe Vandell; Carol M. Connor – Scientific Studies of Reading, 2024
Purpose: We examine the content, context, and management of literacy learning opportunities in a large, diverse sample in the US and whether these opportunities were differentiated by children's oral language and decoding skill levels. Method: A total of 1,404 children in 153 preschool-through-third-grade classrooms were observed for several…
Descriptors: Early Childhood Education, Preschools, Kindergarten, Grade 1
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
Hannah Putman – National Council on Teacher Quality, 2024
Licensure tests should be an efficient and comprehensive way for policymakers to ensure that all teachers possess the basic knowledge and skills they need to effectively teach students to read. Yet more than half of states use a weak licensure test that fails to adequately measure elementary teachers' knowledge of scientifically-based reading…
Descriptors: Licensing Examinations (Professions), State Standards, Reading Instruction, Educational Quality
Bernardo, Allan B. I.; Cordel, Macario O., II; Lucas, Rochelle Irene G.; Teves, Jude Michael M.; Yap, Sashmir A.; Chua, Unisse C. – Education Sciences, 2021
Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors that contribute to low reading proficiency, specifically variables that can be the target of interventions to help students with poor…
Descriptors: Foreign Countries, English (Second Language), Reading Ability, Artificial Intelligence
Zou, Lijuan; Xia, Zhichao; Zhang, Wei; Zhang, Xianglin; Shu, Hua – Developmental Science, 2022
While the close relationship between the brain system for speech processing and reading development is well-documented in alphabetic languages, whether and how such a link exists in children in a language without systematic grapheme-phoneme correspondence has not been directly investigated. In the present study, we measured Chinese children's…
Descriptors: Brain, Children, Brain Hemisphere Functions, Speech Communication
Daley, Darlene – ProQuest LLC, 2022
This exploratory case study used purposive sampling to explore how third-grade students' reading identities in one suburban western New York school classroom are impacted by social negotiation. It found that social negotiation, literacy practices, the notion of a chapter book "benchmark," personal reading histories and book access, and…
Descriptors: Self Concept, Grade 3, Reading, Social Influences
Walter A. Herring; Daphna Bassok; Anita S. McGinty; Luke C. Miller; James H. Wyckoff – Educational Researcher, 2022
Federal accountability policy mandates that states administer standardized tests beginning in third grade. In turn, third-grade test scores are often viewed as a key indicator in policy and practice. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children's literacy skills. Kindergarten…
Descriptors: Kindergarten, Young Children, Emergent Literacy, Reading Ability
Feller, Daniel P.; Talwar, Amani; Greenberg, Daphne; Kopatich, Ryan D.; Magliano, Joseph P. – Journal of Research in Reading, 2023
Background: A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to…
Descriptors: Reading Processes, Word Recognition, Reading Tests, Reading Comprehension
Carla Paredes; Adrienne Barnes-Story; Stephanie Zuilkowski; Bodunrin Akinrinmade – Global Education Review, 2023
In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading…
Descriptors: Informal Education, Foreign Countries, Reading Achievement, Reading Ability