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Widia Nur Jannah; Tatang Herman; Mubiar Agustin; Vismaia S. Damaianti; Nordin Bin Mamat – Elementary School Forum (Mimbar Sekolah Dasar), 2024
This study aims to evaluate the advantages and disadvantages of using effective sentences in writing story problems related to integer arithmetic operations. The research methodology used is descriptive analysis with a qualitative approach, and case study design to explore in depth a phenomenon or problem. Data were collected through a documentary…
Descriptors: Sentences, Word Problems (Mathematics), Writing (Composition), Arithmetic
Editorial Projects in Education, 2025
Early childhood education is essential for students' long-term academic success. From laying the groundwork for algebraic thinking in kindergarten to developing math fluency through problem-solving and strengthening reading comprehension through knowledge building, these articles offer valuable perspectives. Discover the importance of phonemic…
Descriptors: Literacy, Elementary School Mathematics, Mathematics Education, Early Childhood Education
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Zhenliang Wang; Wan Ding; Ruibo Xie; Xinchun Wu; Shiqing Wenren; Yue Xia – Child Development, 2025
Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time-ordered links are little known. This study examined the interplays of MA and reading skills using a continuous-time modeling approach to three waves of two-year longitudinal data from…
Descriptors: Morphology (Languages), Reading Skills, Chinese, Longitudinal Studies
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Wenying Zhou; Xiaoshi Li – Reading in a Foreign Language, 2025
Extensive reading (ER) has been found to have an assortment of positive effects on various aspects of second/foreign language learning. However, few studies have investigated its impacts on learners of Chinese as a Foreign Language (CFL), especially early beginning learners. To address this gap, this study reports an intervention of extensive…
Descriptors: Undergraduate Students, Chinese, Second Language Learning, Literary Genres
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Hsuan-Hui Wang; Li-Yu Hung – Annals of Dyslexia, 2025
With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening…
Descriptors: Foreign Countries, Content Area Reading, Reading Comprehension, Adolescents
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Latha, B. Prema; Kumar, S. Praveen – Journal on Educational Psychology, 2023
This article focuses on creating awareness about learning difficulties among teachers, educational administrators, and all those involved in the field of education. Children with learning difficulties are found across all ages, socio-economic levels, and races. Individuals with learning difficulties find it very difficult to learn new skills. Most…
Descriptors: Learning Problems, Knowledge Level, Reading Skills, Writing Skills
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Joubran-Awadie, Nancy; Shalhoub-Awwad, Yasmin – First Language, 2023
When the written language that children learn to read and write is distinct from the oral language they acquired as their mother tongue, they may encounter substantial challenges. The linguistic distance between two varieties of the same language could have an impact on the literacy acquisition journey. The present study focuses on Arabic, a…
Descriptors: Arabic, Bilingualism, Morphemes, Standard Spoken Usage
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Li, Yixun; Wang, Min – Educational Psychologist, 2023
Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the…
Descriptors: Orthographic Symbols, Learning Processes, Independent Study, Written Language
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Chen, Tianxu; Zhang, Dongbo – Foreign Language Annals, 2023
Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative…
Descriptors: Grammar, Vocabulary, Second Language Learning, Reading Comprehension
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Oguz, Enis; Kirkici, Bilal – Reading and Writing: An Interdisciplinary Journal, 2023
The processing of morphologically complex words has been studied in many languages, leading to a variety of theoretical accounts. Prime type, individual differences, and cross-linguistic effects have emerged as potential factors in morphological processing, but the findings so far have been inconclusive, especially for young children. This study…
Descriptors: Morphology (Languages), Language Processing, Turkish, Children
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Santaria, Rustan; Junaid, Rusdiana; Thaba, Aziz – Eurasian Journal of Applied Linguistics, 2023
The researcher adapted the Flanders Interaction Analysis Categories (FIAC) as a tool to observe a series of reading learning in the lower grades with the aim of evaluating the classroom interactions and knowing the implications for students' reading abilities in Public Elementary School (SDN) 012 Langkanae, Palopo City. Using a qualitative…
Descriptors: Foreign Countries, Interaction, Reading Skills, Elementary School Students
Wexler, Natalie – American Educator, 2023
For children to become strong readers, they need to learn a huge number of words--at least 100,000 by the time they get to eighth grade. It is impossible to teach that much vocabulary directly; children gain most of their vocabulary indirectly, as their knowledge of the world expands. This article discusses how much of this learning happens…
Descriptors: Reading Skills, Vocabulary, Interpersonal Communication, Oral Reading
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Tighe, Elizabeth L.; Kaldes, Gal; Talwar, Amani; Crossley, Scott A.; Greenberg, Daphne; Skalicky, Stephen – Journal of Learning Disabilities, 2023
Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one's comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading…
Descriptors: Reading Difficulties, Adults, Reading Skills, Adult Literacy
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Pletcher, Bethanie C.; Nicol, Marilyn; Harper, Tracy; Hollenbaugh, Michelle; Johnson, Robin; Staples, Michele – Reading Psychology, 2023
The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children's reading skills and their tutors' (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy…
Descriptors: Tutorial Programs, Tutoring, Tutors, Elementary School Teachers
Melissa Ann Cordia – ProQuest LLC, 2023
There is an alarming rate of secondary students who struggle to read proficiently because they lack the literacy skills to acquire, process, and utilize information. State and federal learning standards require students to apply reading strategies in all content areas. These expectations require all teachers to know about reading strategies and…
Descriptors: Secondary School Students, Secondary School Teachers, Content Area Reading, Reading Skills
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