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Song, Ningyuan; Chen, Kejun; Jin, Xiufang; Zhao, Yuehua – Journal of Computer Assisted Learning, 2023
Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus…
Descriptors: Reading Processes, Reading Skills, Semantics, Cognitive Processes
Zagata, Elizabeth; Kearns, Devin; Truckenmiller, Adrea J.; Zhao, Zichen – Reading Research Quarterly, 2023
The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These…
Descriptors: Writing (Composition), Reading Comprehension, Correlation, Reading Skills
Nasongkhla, Jaitip; Sujiva, Siridej – Contemporary Educational Technology, 2023
The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The…
Descriptors: Reading Ability, Foreign Countries, Computer Simulation, Elementary School Students
Conine, Daniel E.; Guerrero, Lisa A.; Jones-Thomas, Erica; Frampton, Sarah E.; Vollmer, Timothy R.; Smith-Bonahue, Tina – Analysis of Verbal Behavior, 2023
Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire…
Descriptors: Autism Spectrum Disorders, Recall (Psychology), Verbal Communication, Children
Sashikala, James Philomena; Chye, Stefanie Y. L. – Reading Psychology, 2023
Reading is a key ingredient in a student's education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient…
Descriptors: Self Management, Reading Strategies, Grade 6, Elementary School Students
Muhammad Mukhlis; Sarwiji Suwandi; Muhammad Rohmadi; Budhi Setiawan – International Journal of Language Education, 2023
This research was encouraged by the demand for every student to possess higher order thinking skills (HOTS). This ability can be assessed when the question instruments require high-level thinking skills. Hence, the present study aimed to analyze the fulfilment and percentage of high-level thinking skill indicators in reading literacy questions at…
Descriptors: Foreign Countries, High Schools, Thinking Skills, Literacy
Pizzi, Emily – ProQuest LLC, 2023
Reading acquisition is a major focus in schools. For students to be literate in the later grades, it is crucial that foundational skills instruction takes place in the primary grades (K-2). In part, foundational skills needed to become a successful reader include phonological and phonemic awareness (PPA). PPA skills are crucial, and researchers…
Descriptors: Reading Instruction, Phonological Awareness, Instructional Design, Reading Skills
Young-Suk Grace Kim – Grantee Submission, 2023
Reading and writing involve print-related and meaning-making processes, which draw on numerous skills and knowledge. The contributing skills and knowledge, and reading and writing have: a) hierarchical relations where lower order skills support higher order skills in a systematic and cascaded way; b) interactive relations where reading and writing…
Descriptors: Literacy, Reading Skills, Reading Comprehension, Writing Skills
Roach, Susan J. – ProQuest LLC, 2023
This case study investigated first-year composition students' perceptions of instructors' written feedback. Participants reported on their understanding of the role of feedback, how they processed feedback, and if and how they used it. Thirty-one participants completed a short online survey; the responses were analyzed to identify students who…
Descriptors: College Freshmen, Freshman Composition, Writing Evaluation, Feedback (Response)
Sharon M. Pratt; Tracey S. Hodges – Literacy Research and Instruction, 2025
Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers…
Descriptors: Protocol Analysis, Preservice Teacher Education, Preservice Teachers, Reading Instruction
Estelle Ardanouy; Pascal Zesiger; Hélène Delage – Journal of Learning Disabilities, 2025
Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in French and Swiss individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading…
Descriptors: Dyslexia, Students with Disabilities, Morphology (Languages), French
Varga, Vera; Tóth, Dénes; Csépe, Valéria – Journal of Deaf Studies and Deaf Education, 2022
Skilled reading is thought to rely on well-specified lexical representations that compete during visual word recognition. The establishment of these lexical representations is assumed to be driven by phonology. To test the role of phonology, we examined the prime lexicality effect (PLE), the index of lexical competition in signing deaf (N = 28)…
Descriptors: Lexicology, Phonology, Priming, Word Recognition
Parkin, Jason R.; Robins Deville, Lily – Journal of Psychoeducational Assessment, 2022
Like all psychoeducational batteries, the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher…
Descriptors: Achievement Tests, Reading Tests, Reading Skills, Reading Comprehension
Mamedova, Saida; Pawlowski, Emily – National Center for Education Statistics, 2022
Low-skilled adults in literacy in English are those with skills insufficient to complete tasks requiring comparing and contrasting information, paraphrasing, or making low-level inferences. Low-skilled adults in numeracy in English are those who would have difficulty making calculations with whole numbers and percentages, estimating numbers or…
Descriptors: Numeracy, Adult Literacy, Reading Skills, Adults
Bunnell, Georgia A. – ProQuest LLC, 2022
The purpose of this content analysis study was to identify the affordances embedded in core reading program (CRP) teacher's manuals that facilitate graphical literacy skills as a component of literacy instruction. In the informational text selections of selected CRPs, graphic category, type, function, and connection to text were assessed to…
Descriptors: Reading Instruction, Reading Skills, Literacy Education, Visual Aids