In the present study, the relation between children's emotion knowledge and preschool teachers' book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers' macro-level book reading behaviors (i.e., dialogic…

This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

A study focused on involving parents in a reading workshop to teach parents strategies used in their child's classroom. Subjects consisted of 11 parents (who were already highly involved in their child's classroom) of first-grade children from an affluent elementary school in central Virginia who agreed to participate in the workshop. Parents…

The Virginia Reading to Learn Project is a state-wide project designed to help content area teachers at the middle school and secondary school levels teach their students how to comprehend their content area textbooks. Teachers learn instructional strategies and techniques within the framework of the total reading process incorporating reading,…