Reading is a key ingredient in a student's education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient…

The associations among readers' cognitive skills (general cognitive ability, reading skills, and attentional functioning), task demands (easy versus difficult questions), and process measures (total fixation time on relevant and irrelevant paragraphs) was investigated to explain task-oriented reading accuracy and efficiency (number of scores in a…

This study explored the effects of visual status and braille reading patterns on the reading accuracy of students with visual impairments in China. The sample consisted of 121 students aged 10-19 years: 48 were students with congenital visual impairments, 25 were students with adventitious visual impairments, and 48 were sighted students. Students…

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the…

In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of…

The purpose of this multiple case study was to understand the beliefs held by content area social studies teachers who teach reading. The rationale for this study is that students in the 21st century must be able to meet the demands of disciplinary literacy to compete in the workforce. The data from the semi-structured interviews and classroom…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

Previous research on reading perceptions and strategy use involving narrative texts among students attending schools for the deaf provides some information on comprehension strategies used. None of these studies, however, involved students using speech to communicate or receiving instruction in the general education. This study extends that…

Teachers working with students with reading difficulties must decide when and how to intervene. Wood (2002) suggested that teachers' shift their levels of support to match students' needs based on moment-by-moment observations--that is, teachers should scaffold their support. In this qualitative analysis, we investigated instructors' scaffolding…

We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's…

Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited…

Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited…

As students make the transition from learning to read to reading to learn, they find themselves increasingly isolated (Fang 2008; Guthrie and Davis 2003). Gone are the picture books and read alouds of their elementary years; instead, they are faced with dense nonfiction texts and the direction to read and learn the facts. In addition, many science…