Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated…

In an effort to improve oral reading, beginning and remedial reading programs in English focus on phonological awareness skills and recoding with grapheme--phoneme correspondences. The meanings of the words children practice reading aloud are given little emphasis. Some studies now suggest semantic knowledge may have a direct effect on children's…

This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37…

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms…