Background: Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school-aged children learning English as an additional language (EAL). Our aim was to…

Little review research has been conducted to describe the interaction and inter-relationships among components of reading development facilitated through mobile assisted language learning (MALL). The language learners, mediation via mobile devices, learning context, learning material and tasks, and learning outcomes need to be carefully examined…

Our aim here is to investigate reading in a foreign language from a multilingual perspective. Much research has focused on first- and second-language reading, especially the important role played by strategy deployment in helping readers to make meaning from texts in different languages. Less emphasis has been placed, however, on how bilinguals…

In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers' comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by…

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates' reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy…

The April 2015 issue of "Reading in a Foreign Language" featured a discussion forum on extensive reading (ER). Most of the authors, recognized authorities on ER, discussed their views of the principles of ER, particularly in establishing and conducting ER programs. The purpose of this discussion is to review developments in the practice…

While research has increasingly been focused on second language reading, it has primarily been centered on how the learner interacts and decodes printed text. However, there has been minimal research conducted on how the English language learner processes web text, navigates the Internet, or evaluates and comprehends what he/she is reading through…

Previewing a text is a key global reading strategy. Previewing may increase comprehension as it can activate schema, increase global awareness of the text, and enhance the use of other reading strategies. Despite its importance, an explicit focus on previewing skills has been lacking and previous research on the reading strategies of second…

As electronic books continue to attract attention as a pedagogical tool in language classrooms, the impact that e-books are expected to have on higher education cannot be ignored. Despite the pervasiveness of e-book reading studies in higher education, most studies show that students' reactions to e-books are often negative. However, the effects…

We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a…

This monograph provides an overview of the field of second and foreign language reading research and theories. The intent of the monograph is to provoke thought about future directions for investigating the second or foreign language reading process, and to suggest productive reading pedagogy. In Part I, pertinent first language theory and…

Discusses how reading strategies can be successfully taught in second or foreign-language reading instruction, examining research that has been done on reading-strategy training and confronting the issue of how to make reading-strategy instruction appropriately text and context sensitive. Research that emphasizes the five metacognitive elements…

Investigates the effects of prediction strategies and predictable materials in teaching ethnic Chinese children in the United States to read in Chinese. Shows that the use of predictable materials and prediction strategies resulted in good responses by the beginning Chinese readers. (MM)

Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. Reviewing research on the reading process, it is clear that context, script (a form of general event representation derived from and applied to social…

Investigates differences in reading acquisition processes between Dutch and Turkish children learning to read Dutch. Finds that both groups rely on comparable reading strategies. Presents a structural model to examine interactions between the various reading processes in Dutch. Suggests that children learning to read in a second language should…