This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to…

During the Spring 2020 semester, all fifty states in the United States closed schools from in-person instruction due to the COVID-19 global pandemic. When the two Upstate South Carolina school districts in this study reopened in the Fall of 2020, they gave families the option of allowing students to attend newly developed virtual schools which…

This study investigated the effect of teaching cultural content on Iranian intermediate English as a foreign language (EFL) learners' reading comprehension. To this end, 60 intermediate EFL learners from Shokouh Institute in Motelqu, Mazandaran, Iran were selected randomly and assigned to two groups, namely the control group and experimental…

We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta-cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta-cognitive profiles with respect to reading comprehension…

Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on…

Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…

There is a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched…

This study was to compare the processes that second language learners implemented when completing reading tasks in a multiple-choice question format (MCQ) with those in a short-answer question format (SAQ). Sixteen nonnative English-speaking students from a large Midwestern college in the United States were invited to complete MCQ and SAQ English…

Our nation is characterized by diversity in languages, ethnicities, nationalities, and cultures with projected increases in English learners attending U.S. schools. Consequently, it is imperative that we recognize how to maximize the academic and linguistic assets of our English learner student population. This study compared the performance on…

We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition…

This exploratory study was designed to evaluate the interplay of students' rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an…

The texts students encounter are becoming increasingly complex and multimodal. There remains a need to understand the semiotic resources students draw upon to make meaning with these multimodal texts. This study draws on social semiotics as a frame to explore the ways in which eight first graders with a wide range of literacy proficiency levels…

The purpose of this study was to determine the relationship between two teaching methods used to teach reading and writing and reading comprehension skills and successes of fifth-grade students. The main difference between the two methods in our research; teaching of the first literacy in the sentence method, determined and sentences with various…

This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous…

Language abilities in preschool years, including those measured with letter knowledge, are predictors of reading development in later school years. The aim of this study was to investigate variation in children's language abilities before they started school in relation to gender and neighborhood level socioeconomic status (SES). Schools from…