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Download full textTuncay, Aysegul Avsar; Dedeoglu, Hakan – Educational Policy Analysis and Strategic Research, 2019
Students are expected to recognize the vocabulary items appearing in a text in order for reading to be meaningful. The evaluation of word recognition is commonly considered in educational applications in order for reading to be meaningful for students and to identify and correct mistakes. This study aims to exhibit the effectiveness of the…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Word Recognition
Direct linkKarimi, Somayeh; Dastgoshadeh, Adel – Cogent Education, 2018
This study aimed at investigating the effect of strategy-based instruction on undergraduate students' reading performance and reading autonomy in an English for Academic Purposes (EAP) context. Test of English as a Foreign Language (TOEFL) reading comprehension tests and learner autonomy questionnaire in EAP reading were utilized to collect data.…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Reading Achievement
Deasley, Shanna; Evans, Mary Ann; Nowak, Sarah; Willoughby, David – Canadian Journal of School Psychology, 2018
In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated…
Descriptors: Foreign Countries, Gender Differences, Emergent Literacy, Reading Habits
Tse, Shek-Kam; Xiao, Xiao-Yun; Ko, Hwa-Wei; Lam, Joseph Wai-Ip; Hui, Sau-Yan; Ng, Hung-Wai – Compare: A Journal of Comparative and International Education, 2016
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9,301 students (4,712 from Hong Kong…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 4
Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Education Endowment Foundation, 2015
Accelerated Reader (AR) is a whole-group reading management and monitoring program that aims to foster the habit of independent reading among primary and early secondary age pupils. The internet-based software initially screens pupils according to their reading levels, and suggests books that match their reading age and reading interest. Pupils…
Descriptors: Reading Instruction, Computer Software, Educational Technology, Technology Uses in Education
Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo – Journal of Research on Educational Effectiveness, 2016
The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…
Descriptors: Reading Instruction, Reading Strategies, Elementary School Students, Intermediate Grades
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
