This study intends to examine the reading process in Chinese of two young heritage language learners through the use of retrospective miscue analysis (RMA). Retrospective miscue analysis involves both the author and the reader in reflectively discussing the reader's oral reading miscues--responses that differ from the actual text. This study…

The purpose of this action research study was to determine how instructional coaching impacted implementation of shared reading strategies in kindergarten classrooms. This study included four teachers from one primary school in South Carolina. All of the teachers that participated in this study had more than two years of teaching experience. Data…

The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individuals with ID. Therefore, we conducted a synthesis of the extant research on reading comprehension interventions for individuals in the largest category of…

Reading is considered a foundation of learning, playing a vital role in the students' achievement at schools through the academic years. Teaching reading is a demanding task that requires extensive work and effort from teachers to develop reading and writing skills throughout the elementary level. This study aimed to explore how male elementary…

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…

Dialogic reading is an instructional strategy that has shown promise for supporting the reading development of children both with and without disabilities. Specifically, there may be positive effects of vocabulary knowledge, morphological knowledge, participation during reading, and emergent literacy skills. However, the knowledge base on the…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school…

Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…

The research, which was taken into consideration, focused on assessing the effectiveness of vocabulary building through Read-Aloud Strategy for Primary level students. The main objective of the study was intended to identify the influence of read-aloud strategy on vocabulary building which is a key to other skills like reading comprehension and…

This study set out to design and implement an approach to Tanakh education that would help students become expert decoders of the Biblical Hebrew text as they became expert interpreters of it. The goal, following existing, research-based best instructional practices from literacy, was to create a curriculum in which language skills and meaning…

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the…

This study represents findings of a case study focused on the connections between balanced literacy and the reading development of African American students in first and second grade. Utilizing a conceptual framework of culturally relevant pedagogy, this study investigated: (a) the ways in which teachers understood and implemented balanced…

This article explores how Ms. Ford, a first-grade teacher, integrated literary tools to engage students in higher-level thinking and meaning making. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, she utilized discourse to support students in making meaning. Ms. Ford's first-grade…

This study aimed to investigate the effects of integrated intensive and extensive reading instruction (IIERI, hereafter) on Thai primary school students' English reading ability and to find out the students' opinions towards the instruction. Eleven Thai students studying at the primary education level were purposefully selected to participate in…