Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary…

Although competent argumentative writing is important for academic success and daily life, it is difficult to teach, especially in middle schools where English is taught as a foreign language (EFL). Previous research has indicated that extensive reading or writing improves the descriptive writing skills of EFL students. However, it is not certain…

Reading is a core element in language education. Despite extensive research in second/foreign language (L2/FL) reading, relatively little is known about the differences between two common practices: Compulsory reading (i.e. reading assigned by teachers) and voluntary reading (i.e. self-initiated reading). This article reports two related…

This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant…

The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2--5 who…

Using the adapted version of the Elementary Reading Attitudes Survey by McKenna and Kear, 177 Grades 5-6 pupils in Bamban, Tarlac were surveyed to determine their attitudes toward reading. The survey confirmed the hypothesis that gender is indeed a determinant of the pupils' attitudes toward reading. While girls were found to have more positive…

Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on…

In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students' book reading is related to intrinsic situational and intrinsic habitual reading…

The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students' conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in…

Young children can engage in close reading, critical thinking, and historical thinking when age-appropriate texts are coupled with discipline-specific tasks. Prior knowledge is an impediment, though. Primary elementary learners simply do not have much of a historical schema. Because of primary elementary students' familiarity with Thanksgiving,…

Reading Thai and English is an essential skill for students in rural areas. This R&D research studies three levels of reading enhancement of upper elementary, junior high school, and vocational certificate students in rural areas of Nakhon Phanom. The sample group consisted of 108 students. Quantitative and qualitative research methods were…

The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping-based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the…

In this empirical study we examined the effect of a literacy-infused science intervention on fifth grade economically challenged students' science achievement in the curriculum-based and standardized assessments. A total of 27 treatment students and 20 comparison students from two intermediate schools in a rural district in South Texas in the…

This paper challenges the reductive notion of children as "efferent" readers who learn to decode written language in order to "take away" knowledge. This anachronistic idea has become entrenched in current UK curriculum and education policy. However, it is well established that decoding letters and sounds is only one aspect of…

Previous work on seductive details has demonstrated that interesting but irrelevant messages hinder students' text learning. Considering that there is little evidence suggesting the relationship between seductive details and prior knowledge, the present study examined how seductive details affect learning in terms of prior knowledge to address the…