Successful reading comprehension--especially in a second language (L2)--relies on the ability to monitor one's comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent…

Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…

Some students still reach secondary level schooling without proficient foundational reading skills. Students who struggle to decode words accurately and efficiently will fail to adequately access grade-level texts independently, furthering the gap between themselves and their peers. Despite a subgroup of students reaching high school with word…

The central aim of this study was to clarify whether sign language (SL) nativeness is a significant factor in determining prelingually deaf individuals' reading skills and whether its contribution is modified by the reader's orthographic background. A second aim was to elucidate similarities and differences between native and nonnative signers in…

Component skills and discourse frameworks of reading have identified characteristics of readers and texts that influence comprehension. However, these 2 frameworks have not previously been integrated in a comprehensive and systematic way to explain performance on any standardized assessment of reading comprehension that is in widespread use across…

Balanced literacy has been proposed as a compromise or middle ground between philosophical approaches to reading instruction that stress teaching of word recognition and those that stress construction of meaning. The purpose of this study was to evaluate the effectiveness of the READ 180 balanced literacy supplementary instruction program on…

This technical report describes the conceptual foundation and measurement properties of the Reading Inventory and Scholastic Evaluation (RISE). The RISE is a 6-subtest, Web-administered reading skills components battery. The theoretical and empirical foundations of each subtest in the battery are reviewed, as well as item designs. The results…

It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic…

The present study investigates differences in the word-reading process between individuals reading in a deep (unpointed Hebrew) and a shallow orthography (Turkish). The participants were 120 students evenly and randomly recruited from three levels of education (primary = 3rd-4th graders; middle = 6th-7th graders; high = 9th-10th graders). The…

The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second,…