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Haneen Wattad; Salim Abu-Rabia; Sara Haddad-Shehadeh – American Annals of the Deaf, 2024
Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other…
Descriptors: Deafness, Arabic, Arabs, Reading Skills
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Kremmel, Benjamin; Indrarathne, Bimali; Kormos, Judit; Suzuki, Shungo – Language Learning, 2023
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis…
Descriptors: Reading Comprehension, Second Language Learning, Second Language Instruction, Adult Students
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Haluk O. Öngören; Anna Volodina – Reading Psychology, 2024
Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations…
Descriptors: Academic Language, Reading Comprehension, Self Concept, Reading Attitudes
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Oh, Julie H. J.; Basma, Badriah; Bertone, Armando; Luk, Gigi – Canadian Journal of School Psychology, 2023
Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without…
Descriptors: Bilingualism, Reading Comprehension, Reading Tests, Language Tests
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Dilgard, Cortney; Hodges, Tracey S.; Coleman, Julianne – Reading Psychology, 2022
Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…
Descriptors: Phonics, Reading Instruction, Emergent Literacy, Intervention
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Kakvand, Rokhsareh; Aliasin, Seyed Hesamuddin; Mohammadi, Elham – Reading Psychology, 2022
Top-down and bottom-up reading processes have attracted attention from researchers in ESL/EFL teaching/learning. However, the role of these processes and their combination in L2 vocabulary learning and retention still needs further research. Given this, this study sought to consider their role in L2 vocabulary learning and retention by Iranian EFL…
Descriptors: Reading Processes, Vocabulary Development, Retention (Psychology), Second Language Learning
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Hyun Soo Kim; Jang Ho Lee; Hansol Lee – Language Teaching Research, 2024
Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a…
Descriptors: Reading Materials, Reading Comprehension, Second Language Learning, Second Language Instruction
Carly D. Robinson; Cynthia Pollard; Sarah Novicoff; Sara White; Susanna Loeb – Annenberg Institute for School Reform at Brown University, 2024
In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…
Descriptors: Tutoring, Reading Instruction, Benchmarking, Reading Tests
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Brian Strong – Reading Matrix: An International Online Journal, 2024
While previous research has provided insights into vocabulary learning through extensive reading, the differential effects of word frequency and word class on active form and passive meaning word recognition remain less understood. By evaluating learners' post-test performance in active form recognition and passive meaning recognition, this study…
Descriptors: Verbs, Second Language Learning, Second Language Instruction, Word Frequency
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Andress, Tim T.; Baker, Doris Luft; Goodrich, Marc; Feuer, Elizabeth; Huang, Yixian; Thayer, Lauren – AERA Online Paper Repository, 2023
This systematic review aims to synthesize the literature on the effects of cross-linguistic transfer on Spanish/English bilinguals' reading comprehension skills. The search yielded at least 90 studies in which participants were Spanish/English bilinguals aged birth to Grade 12. Researchers assessed participants' decoding and/or linguistic…
Descriptors: Reading Skills, Transfer of Training, Second Language Learning, Native Language
Paige, David D. – Online Submission, 2020
This article begins by defining the construct of reading fluency, and then traces the roots of reading fluency instruction back to the nineteenth century including the common classification of text difficulty as offered by Emmett Betts (1943). The article then reviews selected aspects of the research supporting reading fluency instruction. Many…
Descriptors: Reading Fluency, Educational History, Reading Processes, Reading Tests
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Baker, Doris Luft; Alberto, Patricia Crespo; Macaya, Manuel Monzalve; García, Isabel; Gutiérrez-Ortega, Mónica – Educational Psychology Review, 2022
This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and…
Descriptors: Metacognition, Phonological Awareness, Effect Size, Reading Comprehension
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Naveenkumar, Nithya; Georgiou, George K.; Vieira, Ana Paula Alves; Romero, Sandra; Parrila, Rauno – Reading & Writing Quarterly, 2022
Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six…
Descriptors: Reading Fluency, Reading Research, Intervention, Reading Instruction
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Wyse, Dominic; Bradbury, Alice – English in Education, 2022
The teaching of reading has been a source of contentious debate for many years. Margaret Meek Spencer contributed her passion for the importance of specific texts to help children learn to read. In addition to the kinds of texts to be used, important aspects of the debate include the relationship between national curriculum policies and robust…
Descriptors: Reading Instruction, Teaching Methods, Correlation, National Curriculum
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Powell, Daisy; Atkinson, Lynette – Journal of Educational Psychology, 2021
It is well established that phonological awareness (PA) and rapid automatized naming (RAN) tasks reliably predict children's developing word reading abilities across a wide range of languages. However, existing research has not yet demonstrated unequivocally whether RAN and PA are independently and causally linked to reading, nor has it fully…
Descriptors: Correlation, Naming, Phonological Awareness, Prediction
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