Studies find a deterioration in reading attitudes. This is worrying since research suggest that attitudes are key in developing reading comprehension. The aim of this study was, hence, to examine the relationship between the amount of school reading experience, beliefs about reading outcomes and reading attitudes. The theoretical framework was…

Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class…

Providing independent reading opportunities is a critical learning practice often overlooked in many classrooms. This study utilizes expectancy-value theory to explore the motivational beliefs of eight 4th to 8th-grade teachers regarding providing in-class independent reading opportunities. Through semi-structured interviews, data reveal that…

The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children's reading skills and their tutors' (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy…

Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±0.15), and twenty poor readers (age 8.45 ±0.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and…

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…

In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I…

This article investigates the role of reading proficiency and reading motivation in the academic achievement of a cohort of college students enrolled in a Middle Eastern university that follows the American model of liberal arts education. Forty-eight (n = 48) students from diverse academic majors completed the adults reading motivation scale,…

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…

Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine…

This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…

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…

Reading and writing instruction involve teachers guiding students to take on the actions and thinking processes of readers and writers. Think-alouds and write-alouds are research-supported strategies that promote student growth and achievement. Although professional development strategies are outlined in the research literature on using…

While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the…

Textbooks have been the subject of research within and across disciplines, but have not yet been widely studied from a disciplinary literacy perspective. Readerly agency is also understudied in disciplinary literacy. The present paper aims to illuminate both of these areas by examining facets of agency that readers demonstrated during think-aloud…