Although academic success among diverse community college students requires effective reading skills, providing support for struggling readers is becoming increasingly more difficult. The problem addressed in this quantitative study was that due to Assembly Bill 705, prohibiting colleges from offering remedial courses without data to substantiate…

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged "metacognitive reading strategies questionnaire," was used as the data gathering…

The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…

In this article we report the results and classroom implications of a qualitative study that explored third-grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner…

Informational texts present complex content using language that is simultaneously technical, abstract, dense, and authoritative. This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository…

In some academic topics, like physics, students are required to comprehend tough books and acquire the knowledge contained in them. The majority of content-specific teachers typically feel awkward employing explicit tactics to boost student comprehension, despite the fact that they are adept at teaching the subjects covered in their areas. As a…

Numerous researches support the widely accepted notion that the reading experience between digital and printed literature differs. This study intends to investigate if this applies to reading comic books and to assess any differences in learning comprehension. The research methodology includes a systematic literature review to frame research…

While research has indicated that college students may benefit from collaboratively reading academic texts, little is known about how they co-construct comprehension through text-based discussions. This case study focused on two groups of undergraduate students with different degrees of participation in discussions -- one active group and one…

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…

Interactive book reading (IBR) is an effective method to foster children's language development. Previous studies pointed at smaller gains for children at risk for language and literacy impairments due to socio-economic, ethnic, or minority background or due to home language. However, possible differences in interaction patterns with children at…

Applying sociological conceptualisations of temporality in the context of families, this article explores shared reading between parents and young children. The research draws on interviews with a sample of 29 parents/carers with pre-school children (predominantly mothers) from diverse backgrounds. Reading with young children provides an…

Research Findings: Shared book reading is important for children's early literacy development. Although there is an increasing number of dual language learners, few studies have examined families' shared book reading practices in their two languages. The current study examined Hispanic parents' beliefs and practices during shared reading in…

The purpose of the study was to examine the relationships among information and communication technology (ICT) engagement, meta-cognitive strategies and digital reading. Specifically, we used PISA 2018 data to examine whether (a) the behavioural aspect of ICT engagement negatively impacted digital reading, (b) the motivational aspect of ICT…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary…

Negated text is a difficult text construction that readers encounter in various forms throughout their lives. Despite a wealth of research on its impact, including potential strategies to improve comprehension, readers maintain poor comprehension when encountering this text construction. Given its large potential impact on reading texts like…