Conflicting findings exist in the literature regarding the reading skills of children learning English as an additional language (EAL). Moreover, little research has considered how related literacy skills, motivation, and environmental factors may differ between EAL children and monolinguals, and how these factors may contribute to reading…

Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy…

This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

The purpose of this study was to determine relationships among verbal and nonverbal creative thinking, literal reading comprehension, intelligence, and creative oral response to a literature stimulus. The subjects were 74 black fourth grade boys and girls in three classrooms of an inner-city school. The Minnesota Tests of Creative Thinking,…

Studies the difference in language used in children's television shows and in children's books

Fourth and fifth graders marked on a checklist the titles and authors of children's books which they recognized. This measure of exposure to print was correlated with children's growth in reading ability as measured by standardized tests. Individual differences in growth in reading were significantly related to the measure. (BC)