Purpose: Converging evidence demonstrates that robust academic vocabulary and morphology instruction improves literacy outcomes of multilingual adolescents. However, few interventions have focused on teaching word analysis using bound Latin roots, the major meaning-carrying constituents of academic words (e.g. voc meaning "speak" in…

This study employed a single-case design with an AB structure to examine the effect of implementing a Response to Intervention (RTI) model on a fourth-grade elementary school student with reading difficulties. The participant in the study was Deniz, a fourth-grade elementary school student. The pretest measures revealed that Deniz was at the…

Since its official introduction in 2014, an increasing number of Flemish secondary schools provide a CLIL program next to their regular monolingual Dutch programs. This longitudinal study investigates the effect of teaching one or several content subjects in French on secondary school pupils' L2 French listening comprehension (n = 545) and…

Purpose: This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology: Using a single-case experimental design, it engaged…

Many universities in Korea have implemented teaching TOEIC based courses in their core curriculums as a result of the increased popularity of the TOEIC test. With the assumption that reading and listening scores are inter-related with each other, a focus of this study is to find the distribution patterns of the reading comprehension (RC) and the…

The purpose of this study was to examine the extent to which children's executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. The results suggest that individual differences in reading comprehension were…

Facilitating rigorous and interactive (dialogic) classroom text discussions that build reading comprehension skills requires advanced forms of expertise and skills. The authors describe three different ways that discussions can evolve when practicing teachers take up the work of making their discussions more dialogic. The authors then describe…

Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern…

Perfetti's representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further…

Character is a fundamental literary element and it is defined as the act of describing characters in literature, particularly their physical attributes as well as personal traits. In multimodal texts, the visual and textual sign systems are interlaced together to exemplify meaningful characters. In this study, two picture books were examined to…

In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond…

Reading can be regarded as a combination of lexical decoding and linguistic comprehension (Hoover and Gough in Read Writ Interdiscip J 2:127-160, 1990). In Chinese sentence reading, skilled readers' difficulties in phonological processing significantly enhance the 'wrap-up' effect (Li and Lin in J Deaf Stud Deaf Educ 25(4):505-516, 2020). To…

Organisational signals and sources can be considered metatextual cues that guide the processing of the discourse. Organisational signals encourage readers to use the structure strategy, while source information reveals the epistemic and formal properties of texts. This study addressed three gaps in prior research about these topics: (1) whether…

This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual…

The aim of this study is to analyse the effects of the multimodal texts created from print texts through the addition of digital mode on the students's summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and…