The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3-6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to…

Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. A number of reading programs and initiatives have been developed to address this issue, including programs based on increasing boys' motivation, improving behaviour, embracing the use of…

Studied interrelationships among metacognitive abilities at the word level (phonemic awareness and metacognitive abilities in word identification), word identification skills, and reading comprehension for 55 year-5 Australian students (aged about 9-10 years). Metacognitive abilities at word level are related to reading comprehension directly and…