In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in…

Despite strong theoretical and empirical evidence suggesting that word meaning knowledge plays a critical role in word reading, interventions for students with word reading difficulties and disabilities frequently target word reading instruction in isolation. This article connects reading theory to practice by describing one approach to integrate…

Fun and pervasive education into students' daily lives is an important part of children's development. Learning methods and cognitive styles are one of the important aspects of the dynamics of learning. This research was a quasi-experimental study using the pretest-posttest of a nonequivalent control group design. Therefore, research based on…

Background: Learning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter-speech sound (L-SS) correspondences in a motivational game environment. Objectives: The goal of this study was to determine the efficacy of this game in…

Background: The present study aimed to examine and compare the relative contributions of three facets of metalinguistic awareness (phonological awareness, orthographic awareness and morphological awareness) and lexical inferencing ability to Chinese reading comprehension across upper elementary grades. Method: Fifty-three third graders, 79 fourth…

Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine…

The current study compared the reading growth of (a) students who received targeted interventions, (b) students who received typical school interventions, and (c) students who were proficient readers at the study's onset. The participants were 1,513 students in first through fifth grades who attended one of three treatment schools or one of three…

Children with Down syndrome exhibit unique learning characteristics that impact their educational progress. Despite this, research on effective reading interventions specifically tailored for this population remains limited. The present study aimed to find the best ways to teach teaching foundational reading skills to children with Down syndrome.…

In 2012, the Supreme Court of Canada ruled that learning to read is a fundamental human right and failure to provide appropriate education for students with reading disabilities is discriminatory (Moore v. British Columbia, 2012). In Ontario, Canada's most populous province, the Human Rights Commission's inquiry in 2022 found the province's…

This study investigates the predictors of reading proficiency among 15-year-old Romanian students using data from the PISA 2018 assessment. For many years, a significant proportion of students have not met the basic proficiency level in reading, as measured by PISA. Previous research indicates that family background is the strongest predictor of…

Reading comprehension is a very integral element of encouraging lifelong learning amongst kindergarten students. The main objective of this research is to investigate teachers' perspectives on the effectiveness of interactive read-aloud (IRA) in improving reading comprehension skills amongst kindergarten students in Saudi Arabia. The study's…

Looking at Cape Henlopen School District as a whole, most students within the district are proficient in reading. When looking at data for young adults (18-22) with autism and other severe disabilities in the Sussex Consortium Life Skills Program, students were not proficient in reading. They could not read functional words within context. This…

Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading© (HER©), an online reading programme, with four non-vocal students with a severe learning disability (SLD),…

Reading aloud to students is a common practice among teachers of young children. While reading aloud is a research-based instructional strategy with many potential benefits, studies show that not all teachers read aloud to their students, and read-aloud use tends to decline as students age. The purpose of this study was to explore the current…