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Direct linkCristina de-la-Peña; Beatriz Chaves-Yuste; María-Jesús Luque-Rojas – Reading Psychology, 2024
In today's digital context, it is essential for students' academic and personal development to improve their digital reading comprehension. A comparative analysis of digital reading comprehension between three modalities is presented: dual (multimodal), auditory, and visual (monomodal). We used an experimental design and a standardized test…
Descriptors: Electronic Publishing, Reading Comprehension, Multimedia Materials, Secondary School Students
Halil Ibrahim Öksüz; Kasim Yildirim – Reading Psychology, 2025
This study employed a single-case design with an AB structure to examine the effect of implementing a Response to Intervention (RTI) model on a fourth-grade elementary school student with reading difficulties. The participant in the study was Deniz, a fourth-grade elementary school student. The pretest measures revealed that Deniz was at the…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Reading Difficulties
Mohammadreza Moradi; Shiela Kheirzadeh – Reading Psychology, 2024
The study aimed to compare the effectiveness of face-to-face and virtual phonological awareness training in the reading performance of students with dyslexia during the COVID-19 pandemic. For this purpose, 90 students with dyslexia were selected by convenience sampling and assigned to two experimental (face-to-face and virtual) groups and a…
Descriptors: Instructional Effectiveness, In Person Learning, Electronic Learning, Phonological Awareness
Xu, Zhihong; Wijekumar, Kausalai; Lin, Shuqiong; Yang, Xinyuan; Nan, Bo – Reading Psychology, 2022
The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading…
Descriptors: Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction
Paige, David D. – Reading Psychology, 2018
This essay challenges whether or not the use of district money for Reading Recovery© (RR) instruction is an effective expenditure of funds that results in sustained improvement in student reading outcomes. As a Tier 3 intervention, RR provides expensive, one-on-one tutoring for first- and second-grade readers that is occupying an increasingly…
Descriptors: Reading Instruction, Advocacy, Reading Programs, School Districts
Albashtawi, Abeer Hameed – Reading Psychology, 2019
This mixed-methods study examined the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students' academic reading achievement. Participants were 122 Jordanian EFL undergraduate students who were divided into two groups: experimental and control groups. Data were collected using academic reading…
Descriptors: English (Second Language), English Language Learners, Academic Language, Instructional Effectiveness
Haines, Marci Lynn; Husk, Kristi L.; Baca, Louise; Wilcox, Brad; Morrison, Timothy G. – Reading Psychology, 2018
Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I pre-adolescent readers improve. Participants included 82 students, grades 4-8, in public Title I elementary and middle schools. Results…
Descriptors: Longitudinal Studies, Intervention, Reading Instruction, Reading Programs
Zimmerman, Belinda S.; Rasinski, Timothy V.; Was, Christopher A.; Rawson, Katherine A.; Dunlosky, John; Kruse, Sharon D.; Nikbakht, Elham – Reading Psychology, 2019
This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…
Descriptors: Outcomes of Education, Reading Difficulties, Reading Achievement, Elementary School Students
Bippert, Kelli; Harmon, Janis – Reading Psychology, 2017
Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed…
Descriptors: Middle School Teachers, Computer Assisted Instruction, Reading Programs, Intervention
Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret – Reading Psychology, 2013
This study investigated teachers' efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers' efficacy at the start of their intervention training and investigated relationships among teachers' efficacy, implementation, and students' reading progress. The efficacy and…
Descriptors: Reading Difficulties, Literacy, Adolescents, Grade 6
Shore, Jane R.; Sabatini, John P.; Lentini, Jennifer; Holtzman, Steven – Reading Psychology, 2013
This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how…
Descriptors: Reading Habits, Adult Learning, Adult Basic Education, Pretests Posttests
Ng, Chi-Hung Clarence; Bartlett, Brendan; Chester, Ivan; Kersland, Susan – Reading Psychology, 2013
Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Literacy
Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean
Foster, David K.; Foster, Dean P. – Reading Psychology, 2014
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the…
Descriptors: Foreign Countries, Reading Achievement, Achievement Gains, Reading Instruction
Gier, Vicki S.; Herring, Daniel; Hudnell, Jason; Montoya, Jodi; Kreiner, David S. – Reading Psychology, 2010
We investigated two active reading techniques intended to eliminate the negative effect on reading comprehension of preexisting, inappropriate highlighting. College students read passages in three highlighting conditions: no highlighting, appropriate highlighting, and inappropriate highlighting. In Experiment 1, 30 students read the passages while…
Descriptors: Reading Comprehension, Reading Improvement, Economically Disadvantaged, College Students
Mahapatra, Shamita; Das, J. P.; Stack-Cutler, Holly; Parrila, Rauno – Reading Psychology, 2010
The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest…
Descriptors: Remedial Reading, Reading Comprehension, English (Second Language), Second Language Learning
