Nowadays, text readability is of great importance. Simple but very often ignored, readability statistics can provide information about the level of difficulty of the readability of particular documents and increase an evaluator's credibility. Hence, this research aims to examine the readability index of the test instrument for BIPA (Bahasa…

The Adult Reading History Questionnaire (ARHQ; Lefly & Pennington, 2000) is a widely used measure of self-reported reading difficulties. We explored the factor structure underlying this questionnaire using both exploratory and confirmatory factor analysis. A six-factor solution emerged, with childhood reading ability, current reading attitude,…

The problem this study addressed is based on research that has shown that students reading below grade level at the end of third-grade are at higher risk of not graduating high school on time with their peers or not graduating high school at all. The purpose of this study was to investigate whether third-grade reading proficiency is an indicator…

Reading is as essential as other communicative skills; however, reading practice is not likely to be the first choice of practice for learners. This is especially true among Thai learners. This study examines extensive reading (ER), otherwise known as reading for pleasure or wide reading in combination with interactive groups to investigate the…

MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms.…

With the advent of new research paradigms and the prevalence of diverse influential factors, the intriguing issue nowadays is to identify what actually determines English as a second language (ESL) learners' reading comprehension. This study examined gender, socioeconomic status (SES), and ethnicity as predictors of ESL learners' reading age and…

Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…

Teacher enthusiasm for reading has considerable influence on students' reading interest and reading ability. The purpose of this study was to better understand the relationship between reading ability and reading interest among adults who plan to become teachers. This study tested whether there is a relationship between reading ability as measured…

With 97 learners in an advanced Spanish course, the study examines the effects of textual enhancement adjuncts, prior subject knowledge, first language (L1) reading ability, and second language (L2) Spanish proficiency on L2 comprehension of scientific passages. Readings included two texts with two types of embedded questions: a pause or written…

The study scrutinized the interaction between reading proficiency and strategic competence via reading comprehension test performance of Iranian EFL learners. The further concern was to scrutinize the extent to which strategic competence affected the participants' test performance. The participants were 506 postgraduate students who took a reading…

In this article, we report the regression relations between preservice teachers' academic characteristics and their performance on the Texas Examination of Educator Standards. These academic characteristics include grade point average, reading ability, and critical thinking. The studies indicate that the critical thinking was the best predictor…

This quantitative study conducted in the ESL program at a large community college investigated the symbiotic relationship between reading and second-language learning from the perspective of the class of post-secondary functional bilinguals sometimes referred to as Generation 1.5. These students are long-term, resident second-language (L2) English…

Dynamic assessment rooted in sociolinguistic theory of Vygotsky has a long history in applied linguistics but has recently been the hot topic of EFL studies. The present study aimed at investigating the difference between applying dynamic and non-dynamic assessment of EFL reading comprehension ability and examining its immediate and delayed…

The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading…