Background: Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school-aged children learning English as an additional language (EAL). Our aim was to…

The present study investigated the effect of text highlighting on online processing and memory of central and peripheral information. We compared processing time (using eye-tracking methodology) and recall of central and peripheral information for three types of highlighting: (a) highlighting of central information, (b) highlighting of peripheral…

Provides a simple outline of theories addressing orthographic analogies in learning to read. Addresses some misunderstandings of the analogy approach. (RS)

Examines the use of orthographic and phonological deletion strategies by children in the 6-16 year age range. Reveals that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Supports the suggestion…

Compares the performance of good and poor readers on information processing tasks. (FL)

Discusses research that supports the view that early phonological awareness affects children's ability to exploit the alphabetic system, and so to develop a sublexical route from print to sound to meaning. Discusses implications for teachers. (RS)

Summarizes a longitudinal study examining the relationship between the abilities of young children to read and spell phonologically. Shows that children acquire the ability to use a phonological strategy for spelling before the ability to use an equivalent strategy for reading is confirmed. Discusses implications for reading instruction. (MG)

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth-grade students in Israel at varying educational levels: academic, semi-academic, vocational and learning disabilities. Reveals differential contributions of general knowledge and strategy application to reading…

Examines syntactic, semantic and grapho-phonic miscues made by early readers of varying ability. Finds that (1) passage complexity affects use of syntactic and semantic cues; (2) high and above average students' miscue quality deteriorates as text complexity increases; and (3) higher word recognition scores relate to effective use of grapho-phonic…

Examines the metacognitive reading strategies of five children, four to six years of age, who were reading fluently prior to grade one. States that fluency was judged on whether the children could conduct meaningful reading with relative smoothness. Suggests that each of the children used a variety of metacognitive reading strategies and showed…

Investigates Chinese dyslexic children's efficiency in employing phonological strategies in reading and the effectiveness of training phonological strategies in improving reading performance. Finds subjects did not use the phonological strategies as efficiently as Chinese average readers, and the training program was effective in significantly…

Finds that teaching 13-year-old poor readers to use effective reading strategies convinced them that reading successes and failures were attributable to use of effective or ineffective strategies; improved their comprehension performance and increased use of reading strategies; and reduced their perceptions of learned helplessness. (RS)

Reports the results of a survey of primary school head teachers in England carried out in order to take a broad "sounding" of mainstream practice with respect to volunteer help with reading within schools. (DF)

Concludes that relevant context had an effect on particular cloze items, as the positioning of items at the end of the natural passages did facilitate their prediction. (FL)