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Clauss, Sarah Joan – ProQuest LLC, 2023
This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…
Descriptors: Correlation, Grade 1, Grade 2, Elementary School Students
Caitlyn Noelle Francis – ProQuest LLC, 2023
Various approaches have been introduced and tested to try to help struggling high school students catch up on their reading achievement. The current research study investigated how to support high school students with reading difficulties in increasing their reading abilities, engagement, and perception of their school as a supportive and…
Descriptors: High School Students, Reading Difficulties, Reading Achievement, Intervention
David William Shelton – ProQuest LLC, 2023
The student-teacher relationship plays an important role in the development of academic and social skills in early elementary (Torres, Domitrovich, & Bierman, 2015; Vitaro, Boivin, Brendgen, Girard, & Dionne, 2012; etc.). Although the importance of the student-teacher relationship is well-established, the importance for special education…
Descriptors: Teacher Student Relationship, Elementary School Students, Special Education, Skill Development
Chikondi Maleta; Edrinnie Elizabeth Lora-Kayambazinthu; Patrick Kambewa; Anthony Chigeda – Educational Planning, 2023
Early nutrition supplementation's effect on children's reading ability was assessed during the conduct of the study. The study methodology followed children who participated in an early nutrition supplementation intervention and conducted a reading test to measure how well the children read. The effect of school resource endowment on student…
Descriptors: Nutrition, Reading Skills, Intervention, Reading Achievement
Bruna Rodrigues; Irene Cadime; Iolanda Ribeiro – Australian Journal of Learning Difficulties, 2023
Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down reading when the text is hard to understand) instead of using more complex strategies (e.g. choosing between main and trivial information). The present…
Descriptors: Metacognition, Cognitive Processes, Grade 5, Elementary School Students
Hui Jiang; Laura M. Justice; Tzu-Jung Lin; Kelly M. Purtell; Jing Sun – Grantee Submission, 2023
The present study examined the relations between two aspects of peer experiences in preschool classrooms and children's math and literacy development during kindergarten transition. Based on the theoretical framework of classroom ecology model, peer experiences were represented by classroom social network and teachers' grouping preferences. The…
Descriptors: Peer Relationship, Preschool Education, Preschool Children, Mathematics Skills
Morris, Darrell; Gill, Tom – Reading & Writing Quarterly, 2023
This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is "not" provided by an end-of-grade standardized reading test. Using case studies of students' IRI performance, we address the concept of instructional level and the necessity of teaching low…
Descriptors: Informal Reading Inventories, Reading Comprehension, Reading Tests, Low Achievement
Elena E. Forzani; Christina Dobbs; Christine Leider; Emily Malik; Melanie Gragg; Clara Greszczuk; Courtney Jesberger – Reading Teacher, 2024
This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom-based reading assessment. Teachers can apply the CAPS…
Descriptors: Reading Instruction, Teaching Methods, Student Empowerment, Educational Principles
Mustafa Armut; Mehmet Kara – Education and Information Technologies, 2024
This study aimed to determine the variables affecting the eye-movements of second-language (L2) learners of Turkish in Türkiye while solving a test consisting of questions that included graphics. A total of 115 L2 learners participated in the research (21 in the pilot study and 94 in the main study). We presented a test consisting of five…
Descriptors: Foreign Countries, Second Language Learning, Turkish, Eye Movements
Lucas Kohnke; Frankie Har – RELC Journal: A Journal of Language Teaching and Research, 2024
Perusall, a collaborative reading tool, was introduced in an advanced reading and writing skills course in Hong Kong to increase engagement with texts and encourage critical discussion during the COVID-19 face-to-face class suspension. Students were asked to use the Perusall platform to complete pre-class readings, highlight and annotate text and…
Descriptors: Critical Reading, Learner Engagement, Reading Skills, Reader Text Relationship
Diane Pecorari; Hans Malmström; Philip Shaw – Reading in a Foreign Language, 2024
The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G),…
Descriptors: Reading Rate, Reading Comprehension, English (Second Language), Second Language Learning
Sylvia Liu; Barry Lee Reynolds; Nathan Thomas; Ali Soyoof – SAGE Open, 2024
This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles (N = 631) was compiled from systematically searching the Web of…
Descriptors: Educational Technology, Skill Development, Young Children, Language Skills
Meghan J. Rivera – ProQuest LLC, 2024
The purpose of this study is to investigate if a mindfulness mandala coloring activity reduces a student's anxiety about reading. Reading is a fundamental skill for all other academic success, making proficient reading skills necessary. This study investigates if a reduction in a third grade student's reading anxiety results in changes to oral…
Descriptors: Elementary School Students, Elementary School Teachers, Grade 3, Reading Ability
Ibrahim Abdalla Asadi; Khaloob Kawar – Literacy Research and Instruction, 2024
The contribution of linguistic skills to reading has been reported in different languages; however, this contribution varies according to the specific features of each language. Arabic is characterized by diglossia, i.e. the existence of two distinct varieties: Spoken Arabic (SpA) and Standard Arabic (StA). This study examined the extent to which…
Descriptors: Reading Instruction, Arabic, Bilingualism, Standard Spoken Usage
Engin Yilmaz; Macid Ayhan Melekoglu – Reading & Writing Quarterly, 2024
This study aimed to evaluate the efficacy of the Repeated Reading and Visual Comprehension Program (TOGAP) developed to support the reading comprehension skills of primary school students with specific learning disabilities (SLD) in the 2nd, 3rd, and 4th grades. The research was conducted with four primary school students with SLD. The changing…
Descriptors: Elementary School Students, Students with Disabilities, Learning Disabilities, Program Effectiveness