This study examines how students' situational interest changes across different segments of peer reading activities and identifies the relationship with personal traits like the students reading skills and motivation. The authors measured their levels of situational interest, reading skills, and reading motivation, based on their participation in…

Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners' SDL behaviors and processes. To address this limitation, this study…

In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when…

It is commonly believed that reading challenges should be addressed early to reduce the likelihood that developmental delays will impact students over the long term. However, students in developing countries often have limited access to reading resources. In this study, the authors used a randomized controlled trial of 11,083 fourth- and…

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…