Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen…

This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students' comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main…

A substantial amount of research has focused on children's reading development and reading problems, but in comparison there has been relatively little research into children's reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children's understanding of…

The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more…

Reading comprehension performance is predicted by decoding skill and linguistic comprehension (e.g., Hoover & Gough, 1990; Joshi & Aaron, 2012; Scarborough, 2001). However, the type of strategies that readers recruit to build a discourse should also contribute to success in first and second language reading comprehension. Sixty-six French…

The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique…

This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length,…

The purpose of this study was to investigate the relationship between text structure and two levels of reading comprehension, namely literal and inferential, in Iranian EFL learners. Studies have generally found that learners perform differently after they have read different text structures (Amiri et al. in "Proc Soc Behav Sci"…

Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…

In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction-integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion.…

This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

Students attending a Native Hawaiian-serving institution read statements from two hypothetical job candidates. The passages had equivalent meaning, but one incorporated Hawaiian leadership values (HLV) without identifying them as such. Participants judged the HLV candidate to have lower credibility, rationality, and effectiveness, and preferred…

This article reviews theoretical and research evidence to support the explicit and systematic teaching of five comprehension strategies that will help all students tackle expository texts with success. The article explains the "High 5!" strategies and how to teach them. An example of a lesson is included to show how the five strategies connect…

Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…