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Mohamed Amin Mekheimer – Australian Journal of Applied Linguistics, 2024
This study re-examines the role of working memory (WM) in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension…
Descriptors: Short Term Memory, Predictor Variables, Reading Comprehension, Listening Comprehension
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Yu-Cin Jian; Leo Yuk Ting Cheung – European Journal of Psychology of Education, 2025
Eye-movement technology has been often used to examine reading processes, but research has seldom examined the relationship between the reading process and comprehension performance, and whether the relationships are similar or different across grades. To investigate this, we conducted a 3-year longitudinal study starting at grade 4, with 175…
Descriptors: Elementary School Students, Grade 4, Grade 5, Grade 6
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Vered Vaknin-Nusbaum – Reading and Writing: An Interdisciplinary Journal, 2025
Hebrew allows the representation of the meaning of a few words in one dense form by using bound morphemes that linearly attach to the word. By manipulating words' density in text, that is, decomposing them into isolated words which changes the length of the text, it was possible to check the impact of density on reading comprehension in novice…
Descriptors: Morphology (Languages), Reading Comprehension, Hebrew, Novices
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Silva, Warley Almeida; Carchedi, Luiz Carlos; Junior, Jorão Gomes; Victor de Souza, João; Barrere, Eduardo; Francisco de Souza, Jairo – International Journal of Distance Education Technologies, 2021
Learning assessments are important to monitor the progress of students throughout the teaching process. In the digital era, many local and large-scale learning assessments are conducted through technological tools. In this view, a large-scale learning assessment can be designed to tackle one or multiple parts of the teaching process. Oral reading…
Descriptors: Oral Reading, Reading Fluency, Reading Tests, Automation
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Johnson, Kyanna P.; Graves, Scott L., Jr.; Jones, Mark A., Jr.; Phillips, Shanye; Jacobs, Marcel – School Psychology, 2023
The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to…
Descriptors: Black Dialects, Reading Achievement, Reading Instruction, African American Students
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Yang, Chengsong – Language Testing in Asia, 2023
This study made triangulated use of eye-tracking and retrospective verbal reports (RVRs) to compare the banked gap-filling processes of two same-scorers and those of a top scorer and a bottom scorer. The two same-scorers differed in their cognitive effort on global and local processing, fluency of choice making, and strategy use when completing…
Descriptors: Eye Movements, Reading Processes, Second Language Learning, English (Second Language)
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Ebadi, Saman; Goodarzi, Ahmad – Reading Psychology, 2023
This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual…
Descriptors: Cognitive Style, English (Second Language), Second Language Learning, Reading Tests
Mariann Lemke; Dan Murphy; Aaron Soo Ping Chow; Hayley Spencer; Angela Zhang – WestEd, 2023
Beginning with the 2020-21 school year, the Massachusetts Department of Elementary and Secondary Education began collecting literacy screening assessment data from schools and districts participating in certain state grants in order to analyze patterns of performance to inform improvement efforts. These assessments, which were selected from a list…
Descriptors: Screening Tests, Emergent Literacy, Elementary School Students, Reading Fluency
Ben Seipel; Patrick C. Kennedy; Sarah E. Carlson; Virginia Clinton-Lisell; Mark L. Davison – Journal of Learning Disabilities, 2023
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the "reading readiness" ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify…
Descriptors: Multiple Choice Tests, Computer Assisted Testing, Reading Tests, Reading Comprehension
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Janneke van de Pol; Sophie Oudman – Metacognition and Learning, 2024
Teachers' ability to accurately judge students' monitoring skills is important as it enables teachers to help students becoming better self-regulated learners. Yet, there is hardly any research on this crucial teacher skill and a framework is missing. We present a novel conceptual and methodological framework integrating teachers' judgments of…
Descriptors: Secondary School Teachers, Self Evaluation (Individuals), Student Evaluation, Cues
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Yosuke Mikami – Language Testing in Asia, 2024
This study proposes a classification method for multiple text reading test formats in English language proficiency tests. A preliminary study involving 11 proficiency tests revealed two tests that fit the scope of the main study. Results show that multiple text reading test formats use complementary texts rather than conflicting texts. As for…
Descriptors: Language Proficiency, Language Tests, English (Second Language), Second Language Learning
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Lindsay R. Dennis; Taryn Wade; Tai Cole; Danielle Morsching; Cassidy Haglund – Vocabulary Learning and Instruction, 2024
Emotion vocabulary development is a skill that can be targeted in preschools using shared book reading. The purpose of this study was to examine the effects of a shared book reading intervention on the development of preschool children's emotional vocabulary. Five typically developing 4-year-old children participated in the study. A single-case…
Descriptors: Preschool Children, Preschool Education, Vocabulary Development, Emotional Response
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Andrés Christiansen; Rianne Janssen – Educational Assessment, Evaluation and Accountability, 2024
In international large-scale assessments, students may not be compelled to answer every test item: a student can decide to skip a seemingly difficult item or may drop out before the end of the test is reached. The way these missing responses are treated will affect the estimation of the item difficulty and student ability, and ultimately affect…
Descriptors: Test Items, Item Response Theory, Grade 4, International Assessment
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Mike Sleeman; John Everatt; Alison Arrow; Amanda Denston – Journal of Research in Reading, 2024
Background: This study explored the impact of different cut-off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether…
Descriptors: Reading Difficulties, Identification, Predictor Variables, Dyslexia
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Alvin Espiritu Bersamin; Mark Bedoya Ulla; Aree Saripa; Korawan Suebsom; Henry E. Lemana II – rEFLections, 2024
This research aimed to assess the impact of blended learning on the English reading comprehension abilities of second-year Thai vocational students. It also examined how these students perceived their satisfaction regarding their blended learning experience using the Community of Inquiry (CoI) framework. Thirty students enrolled in a Thai…
Descriptors: Blended Learning, Reading Comprehension, Vocational Education, Foreign Countries
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