This study aims to evaluate the roles of social-emotional development, academic grit and subjective well-being in reading-writing motivation. Altogether 582 fourth-grade primary school students were sampled and invited to complete four different scales. The findings are: (1) Social-emotional development is correlated with reading-writing…

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few…

This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to…

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…

This study examined middle school students' motivation to read using an adapted version of the Motivation to Read Profile (MRP) Survey. The MRP is comprised of items assessing students' self-concepts as readers and their value of reading. In total, 1080 sixth-, seventh-, and eighth-grade students responded. Descriptive and inferential statistics…

Using a reliable and broad-based measure of morphological awareness, which tapped knowledge of relational, syntactic, and distributional morphology, we examined the development of morphological knowledge among older elementary students and the relationship of their morphological knowledge to a range of literacy measures. We found that…