Reading comprehension tests involve not only reading passages and answering questions but also making choices such as the test-taking strategy to use, whether to search passages for answers, and where to begin searching. We examined the associations between student characteristics, passage type, test-taking strategies, and students' time searching…

The current study investigated the impact of manipulating reading strategy, reading the questions first (QF) or the passage first (PF), during a reading comprehension test, and we explored how reading strategy was related to student characteristics. Participants' eye movements were monitored as they read 12 passages and answered multiple-choice…

Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who…

The strength of English learners' second language reading is closely associated with academic success. Using qualitative research methods and verbal protocols, this study examines four elementary-level English learners' uses of reading strategies and describes how each English learner employs these strategies while reading both culturally relevant…

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…

In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension…

To investigate prediction as a strategy that can improve reading comprehension, 50 third grade students from Toledo, Ohio, were first divided into experimental and control groups. The 2 groups both read the same 5 basal stories for instruction, were given the same pretest passages, answered 10 comprehension questions, and then followed a 3-day…

A study investigated the effects on reading comprehension of guided imagery instruction before reading. Subjects, 25 third-grade student volunteers from a small Montana community, were given a vocabulary pretest to determine the effect of background knowledge. They were then randomly assigned to one of three treatment groups--read only, guided…

A study investigated the use of riddles beginning with How, When, and Why to see which question type was easier for low-achieving students to answer correctly, and to see if practice could increase the number of correct answers chosen. For comparison purposes, scores were also collected for an average-achieving group without practice, to see if…

A study was conducted to determine whether word length and sentence position influence the likelihood that a child will acknowledge that a word has disrupted comprehension of a reading passage. In the first task, third and fifth grade skilled and less-skilled readers read 16 short paragraphs containing nonsense words and reported whether the…

A study examined the linguistic strategies of strong and weak readers in grades three and six within the context of D. E. Rumelhart's interactive model of the reading process. A linguistic prediction task was set up to investigate students' use of orthographic constraints, syntactic redundancy, and syntactic and semantic knowledge. A program was…

To discover the strategies good and poor readers employ at grades two, three, and four, a case study focused on the oral reading of four students (two good readers and two poor readers) in their second, third, and fourth grade years. Data were examined and interpreted. All four children either increased their ability to make use of cuing systems…

Investigates the effect of vocabulary-based and generative-reciprocal inference procedure (GRIP) training on third grade readers' comprehension. Reports that the GRIP group outperformed control and basal inference groups on various inferential transfer tasks, indicating that strategies which help students attend to text clues aid in making…