The study investigated how well Swedish adolescents recognize the meaning of derived words in English and whether this knowledge is determined by learner proficiency, word frequency, or affix type. Participants were 88 school students in two proficiency groups: 39 advanced 12th graders and 49 intermediate 9th graders. Two tests of receptive…

This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of London) and answered open-ended questions following the reading of two expository texts under two reading goals - study and entertainment, while their…

This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive…

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…

This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019-2020 academic year. Primary analysis was based on an A-B single-case design…

The study aims to examine students' awareness and reported use of learning strategies as well as their effectiveness for word recognition using a word list memorization task. The sample included 1039 Grade 2, 1069 Grade 4, 832 Grade 6, and 3752 Grade 9 students (aged 8-15 years) from 272 Estonian schools. More students in higher grades reported…

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…

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…

This study aimed at assessing the effects of letters' connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and…

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…

Although identified as a critical component of proficient reading in the primary grades, reading fluency (word recognition accuracy, automaticity, and prosody) is often viewed as less important beyond the early stages of reading acquisition. In the present study, 108 ninth-grade students were assessed to explore the relationships among word…

This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven…

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…

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource…