Many universities in the Middle East, for instance, Shiraz University in Iran and Sultan Qaboos University in Oman have been running M-reader, a free Internet site which helps educational institutions to manage extensive reading (ER), as a way of including Extensive Reading in ELT classes for years. In spite of few attempts to evaluate this online…

This study examined the effects of explicit reading strategy instruction on the comprehension of Ethiopian EFL students. In total, 123 students at Bahir Dar University, Ethiopia were randomly assigned into two groups. The experimental group was taught with explicit reading strategy instruction while the control group was taught with skill-based…

The purpose of this study is to examine the effects of Data-Based Individualization (DBI) on the reading comprehension of high school students with intensive needs in reading; specifically, two students with specific learning disabilities in reading (RD) and one student with high functioning autism (HFA). Perceptions of social validity of DBI by a…

During the 2017-2018 school year, SEG Measurement conducted a study of the effectiveness of Imagine Language & Literacy, an online system that provides individualized adaptive instruction and breaks down skills into component parts to help students become proficient readers. The study was conducted in three districts in Texas. Research…

Learning to use grapheme to phoneme correspondences (GPCs) provides a powerful mechanism for the foundation of reading skills in children. However, for some children, such as those with Developmental Language Disorder (DLD), the GPC learning process takes time, is laborious, and impacts the entire reading and spelling processes. The present study…

Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the…

The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows:…

This study is intended on the development of the learners' reading comprehension and story analysis skills under the implementation of PowToon as an innovative instructional material for learners' development in reading comprehension and story analysis skills. This study provided various evidence on how innovation can be a great step in developing…

Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva…

This study examined the effects of the SRA FLEX Literacy (FLEX) program provided to 44 middle school students considered at risk for reading failure as compared to their peers who were not at risk in reading (N = 197) who received instruction in the Holt Elements of Literature series. Two outcome measures were used to judge the effects of the…

Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K-12 was conducted. Results showed that inference instruction was effective for increasing students' general…

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved…

Seventy-five percent of third grade students who are at-risk will continue to struggle with reading through the years into adulthood, never to recover their potential reading development. Once less-skilled third grade readers reach ninth grade, one in six students are four times more likely to leave high school before receiving a diploma than…

While community college instructors are experts in their academic or technical fields, most do not have training to help adults build postsecondary literacy skills. Researchers with WestEd's Strategic Literacy Initiative (SLI) sought to change that. Building on SLI's popular and proven Reading Apprenticeship model for middle and high school…

Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…