Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students' reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups,…

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology)This study used a quantitative research method and comparative design. The participants…

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology) This study used a quantitative research method and comparative design. The participants…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

The impacts of a summer reading program on students' reading fluency were assessed. Fifteen students in grades first through seventh voluntarily attended a nine-day summer reading program. Participants who attended the program were a good representation of the other students in the school. The school was selected due to the high percentage of…

This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple model of reading (i.e., listening comprehension, word reading, and reading comprehension; Hoover & Gough,…

Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities…

We tested the effects of teaching reading skills through U.S. History content for 38 eighth-grade poor readers whose reading ability ranged from 2nd to 4th grade levels. Half of the students received special education services and half of the students were English Language Learners. Students were taught to decode multisyllabic words, learn…

Reading ability is fundamental to teaching and learning (AFT 2004). This study assessed the reading ability of 25 in-service science educators at the University of Limpopo for three science texts: Grades 7, 8 and 9, using a cloze test and exploring materials that educators read. The scores were categorised as being independent, instructional and…

This brief describes a quasi-experimental study of Word Generation, conducted in public middle schools in Boston. Word Generation is a robust vocabulary intervention that is implemented across key subject areas. The purpose of the program is to enhance students' vocabulary in support of improved reading comprehension. The brief outlines the…

This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a…