Girls consistently outperform boys on tests of reading comprehension, although the reason for this is not clear. In this review, differences between boys and girls in areas relating to reading will be investigated as possible explanations for consistent gender differences in reading attainment. The review will examine gender differences within the…

Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for…

Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2…

Research shows that students who have a good understanding of narrative text structure have fewer problems comprehending stories. Research also suggests that many students require explicit instruction in how to comprehend this text type. While some children are able to figure out the more elaborate structure of narrative text on their own (i.e.,…

Experts agree that reading is the most important skill children must acquire. However, as the popular press often chides, there are millions of U.S. students who struggle to read and comprehend adequately. As a result, these students risk both school and workplace failure. Research confirms that good readers actively comprehend and simultaneously…

A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created…

Provides an overview of the research related to second language learners and reading strategies. The discussion also considers recent research on the role of metacognitive awareness in the reading comprehension process, and the relationship between metacognitive awareness and reading proficiency (Author/VWL)

This paper (a) reintroduces E. Franklin Frazier's 1939 book, "The Negro Family in the United States," to family scholars and graduate students and highlights its importance as a groundbreaking and classic text, (b) provides both an introduction to the major thesis of this monograph and a reading of the text, and (c) discusses the…

A review of the literature regarding native and second language reading leads to suggestions for reading strategies to use in the foreign language classroom. These strategies involve appropriate text selection, prereading activities, and such aspects of reading as skimming, decoding, intensive reading, and comprehension. (CB)

Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word-level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about…

This paper provides a review and synthesis of the research literature on metacognition and reading in children who are deaf and draws implications of the research for classroom instruction. The review is organized into three categories of studies: descriptive, correlational, and intervention research. The review also includes research on word…

Presents four question-asking strategies that can help improve students' reading comprehension: ReQuest, Radio Reading, Directed Reading-Thinking Activity, and Question-Answer-Relationships. Also discusses taxonomies useful for classifying questions. (ARH)

Recognizing the apparently successful application of the modality preference approach to beginning reading in actual practice, the failure of research to support this approach is analyzed. Identified as problem areas in the research methodology are test instrument reliabilty, comparability of the teaching component to classroom instruction, nature…

Six mistaken beliefs about reading comprehension are detailed, their manifestations illustrated, and preventative/corrective strategies recommended in this article. A list of 22 references is provided. (DCS)