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Ajiboye, Adeleke Raheem; Ogundokun, Roseline Oluwaseun; Sadiku, Peter O.; Kayode, Olufunke O. – Journal on School Educational Technology, 2020
The application of computer science is fast-growing and things change day by day; with this there is a necessity to adapt to the changes as software applications are powerful tools that herald significant development in diversified fields including education. Adoption of the computer systems in various operations of schools (primary, secondary and…
Descriptors: Computer Software, Numeracy, Young Children, Mathematics Instruction
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Liu, Sisi; Xu, Zhengye; Liu, Duo – Journal of Research in Reading, 2023
Background: Visual-spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention. Method: One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of…
Descriptors: Foreign Countries, Grade 1, Elementary School Students, Word Recognition
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Wong, Yu Ka; Zang, Xuan; Inoue, Tomohiro – Journal of Research in Reading, 2023
Background: Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening…
Descriptors: Chinese, Intervention, Language Skills, Second Language Learning
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Cook, Michelle J.; Hughes, Elizabeth M. – Journal of College Academic Support Programs, 2023
Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm…
Descriptors: Undergraduate Students, English Language Learners, At Risk Students, Reading Difficulties
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Dawn M. Woods; Diane B. Gifford; Paul Yovanoff; Ashley Sandoval – Adult Literacy Education, 2023
In the United States, 16.6 million adults are unable to comprehend sentences or read common documents, thereby limiting their ability to participate in a literate society. Given the consequences of low literacy, we conducted a single-case study with adult multilingual learners to test the effectiveness of a game app, Codex: The Lost Words of…
Descriptors: Adult Literacy, Decoding (Reading), Computer Oriented Programs, Multilingualism
Joseph P. Magliano; Amani Talwar; Daniel P. Feller; Zuowei Wang; Tenaha O'Reilly; John Sabatini – Grantee Submission, 2023
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not…
Descriptors: College Students, Reading Skills, Reading Achievement, Comprehension
Joseph P. Magliano; Amani Talwar; Daniel P. Feller; Zuowei Wang; Tenaha O'Reilly; John Sabatini – Journal of Learning Disabilities, 2023
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not…
Descriptors: College Students, Reading Skills, Reading Achievement, Comprehension
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Pengchong Zhang; Shi Zhang – Language Learning & Technology, 2025
Multimodal input can significantly support second language (L2) vocabulary learning and comprehension. However, very little research has examined how L2 learners, especially young learners, allocate attention when exposed to such input and whether learning from multimodal input can be explained by attention allocation. This study therefore…
Descriptors: Attention, Eye Movements, Vocabulary Development, Reading Comprehension
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Kelly J. Williams; Christina Novelli – Grantee Submission, 2025
There is a strong connection between word-reading and spelling development. Students' spelling can provide insight into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…
Descriptors: Spelling, Word Recognition, Reading Processes, Reading Instruction
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Ivar Bråten; Ymkje E. Haverkamp; Øistein Anmarkrud – Reading and Writing: An Interdisciplinary Journal, 2025
The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221-1237, 2022. https://doi-org.bibliotheek.ehb.be/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students' scores on the deep cloze reading…
Descriptors: Cloze Procedure, Reading Comprehension, Reading Tests, Scores
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Hugh W. Catts; Nicole Patton Terry; Christopher J. Lonigan; Donald L. Compton; Richard K. Wagner; Laura M. Steacy; Kelly Farquharson; Yaacov Petscher – Annals of Dyslexia, 2024
The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of…
Descriptors: Dyslexia, Definitions, Reading Research, Revision (Written Composition)
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Janina Heb; Panagiotis Karageorgos; Bettina Müller; Anna Riedmann; Philipp Schaper; Birgit Lugrin; Tobias Richter – Journal of Computer Assisted Learning, 2024
Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…
Descriptors: Reading Skills, Reading Difficulties, Educational Technology, Intervention
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Nannan Cui; Yang Wang; Jiefei Luo; Yan Wu – Journal of Research in Reading, 2024
Background: Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we…
Descriptors: Executive Function, Eye Movements, Reading Comprehension, Reading Processes
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Sage E. Pickren; Jessica N. Torelli; Anna H. Miller; Jason C. Chow – Annals of Dyslexia, 2024
Reading proficiency is important because it has life-long consequences and influences success in other academic areas. Many students with behavior problems are poor readers and many students with learning disabilities have more behavior problems than their typical peers. We conducted a correlational meta-analysis to examine the association between…
Descriptors: Correlation, Meta Analysis, Behavior Problems, Reading Skills
Australian Education Research Organisation Limited, 2024
This publication combines the Australian Education Research Organisation (AERO)'s practice guides, practice resources and explainer on delivering reading interventions in a secondary school multi-tiered system of supports (MTSS), with details of the methodology used to create these resources. AERO has developed a suite of guidance in partnership…
Descriptors: Secondary School Students, Reading, Screening Tests, Progress Monitoring
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