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Direct linkZuowei Wang; Tenaha O'Reilly; Michael Flor; Beata Beigman Klebanov; Kelly Bruce – Reading Research Quarterly, 2025
With only about a third of students in US public schools achieving the NAEP Proficient level, many educators believe students are not getting enough reading practice. However, how much reading practice is enough? This study quantifies the relationship between the amount of book reading and the expected number of words learned. We collected 45…
Descriptors: Novels, Childrens Literature, Reading Achievement, Recreational Reading
Download full textBrahim Outamgharte; Mohamed Yeou; Hicham Zyad – Australian Journal of Applied Linguistics, 2025
With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis
Elahe Moradi; Zargham Ghabanchi – Journal of College Reading and Learning, 2025
The present study scrutinized Iranian EFL learners' mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test…
Descriptors: Reading Strategies, Reading Instruction, Conventional Instruction, In Person Learning
