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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
Kayhan Bozgün – International Online Journal of Primary Education, 2023
This research examines the relationship between reading and writing anxiety of primary school fourth-grade students according to different variables. In this context, the research was carried out with the correlational research model, one of the quantitative research methods. The sample of the study consists of 402 students determined by…
Descriptors: Reading, Writing (Composition), Anxiety, Grade 4
Nathan J. Devos – TESL Canada Journal, 2023
Proficient communication, particularly reading comprehension, is vital for career progression, yet many college-level English as an Additional Language (EAL) students encounter hurdles in this area. Weak reading skills can impede job prospects, underscoring the need for tailored interventions during students' studies. Therefore, post-entry…
Descriptors: Foreign Countries, College Freshmen, Instructional Materials, English (Second Language)
Azizah Nurul Khoirunnisa; Munir; Laksmi Dewi – International Society for Technology, Education, and Science, 2023
Reading can be a way to increase students' social interaction and writing, especially for the need to continue to a higher level of education. Students with Autism Spectrum Disorder (ASD) show deficits in reading skills. Recent research shows that there is heterogeneity in this population, which is accompanied by a lack of personalized learning…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Reading Skills, Reading Instruction
Christina L. Dobbs; Christine Montecillo Leider – Journal of Adolescent & Adult Literacy, 2025
Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary…
Descriptors: Language Arts, Secondary School Teachers, Beliefs, Teacher Attitudes
Andrade, Paulo E.; Müllensiefen, Daniel; Andrade, Olga V. C. A.; Dunstan, Jade; Zuk, Jennifer; Gaab, Nadine – Journal of Learning Disabilities, 2024
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains…
Descriptors: Music, Reading Skills, Predictor Variables, Time Perspective
Ievgeniia Kucherenko; Yana Raievska; Olena Verzhihovska; Oksana Hnoievska; Maryia Savitskaya – International Electronic Journal of Elementary Education, 2024
The aim of the research is to identify the peculiarities of building reading skills in junior schoolchildren with ASD. The study involved the use of parent questionnaire survey to confirm the diagnosis of ASD (the Social Communication Questionnaire, SCQ), diagnosis of reading skills (the Standardized Assessment of the Reading Skills (SARS), Test…
Descriptors: Autism Spectrum Disorders, Reading Skills, Reading Achievement, Low Achievement
Helen H. Shen; Dexin Dai – Reading in a Foreign Language, 2024
This study investigated college Chinese a second language learners' word segmentation error patterns in reading instructional-level Chinese sentences, the relationship between word segmentation errors and reading comprehension, and learners' perspectives on the role of word segmentation in reading comprehension. The results showed that the…
Descriptors: Reading Comprehension, Chinese, Second Language Instruction, Second Language Learning
Joris Van Elsen; Leen Catrysse; Sven De Maeyer – Early Childhood Education Journal, 2024
Interactive picturebook reading is an easily accessible and enjoyable activity that provides preschoolers with opportunities to practice problem-solving skills. Increasingly, preschool age is considered the ideal time to foster problem-solving skills. This paper examines the effect of interactive picturebook reading on the problem-solving skills…
Descriptors: Picture Books, Interaction, Preschool Children, Problem Solving
Fatemeh Cheraghi; Mehrak Rahimi – SAGE Open, 2024
Homework as an essential component of the academic process supports teaching and learning by consolidating what the students learn in class and promoting their study skills and self-paced work capacities. While homework characteristics and its efficacy are reported to be interrelated, there is a lacuna in the research on the effectiveness of…
Descriptors: Homework, School Policy, English (Second Language), Distance Education
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
Xiaotong Xi; Peng Li; Pilar Prieto – Language Learning, 2024
This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety-nine Catalan-Spanish bilingual students were trained to differentiate English /ae/ and /[lambda]/, which differ in the visible lip aperture and…
Descriptors: Second Language Learning, Vowels, Nonverbal Communication, Articulation (Speech)
Laura M. P. Bray; Camille Skubik-Peplaski; Colleen Schneck; Candace Thrash; Cheryl Domino – Journal of Occupational Therapy, Schools & Early Intervention, 2024
Background: Handwriting improvements have been found to improve foundational academic literacy skills. As telehealth usage has increased, the effectiveness of delivering handwriting interventions using telehealth has not been researched. The additional literacy benefits of handwriting interventions delivered via telehealth have also not been…
Descriptors: Handwriting, Literacy, Telecommunications, Access to Health Care
Ersin Karademir – Anatolian Journal of Education, 2024
The first step to access information; it is possible to perceive it by hearing, seeing and touching. It is necessary to make sense of this gained knowledge. Therefore, having some basic skills forms the basis of all disciplines. The purpose of this research is to determine skills through activities prepared with an interdisciplinary approach. The…
Descriptors: Skill Development, Preservice Teachers, Elementary School Teachers, Interdisciplinary Approach
Alaa Al-Maani; Bara'ah AlAbabneh; Bassil Mashaqba; Anas Huneety – Eurasian Journal of Applied Linguistics, 2024
Language Learning Strategies (LLSs) assist learners to develop cognitive or behavioral competences to make the language learning process more self-directed and effective. In the current educational contexts, think-aloud methods are used to provide insights into the cognitive processes of individuals as they engage in enhancement of skills and…
Descriptors: Foreign Countries, Second Language Learning, Learning Strategies, English (Second Language)