Background: Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities…

Purpose: This study aims to explore the contributions of phonological awareness (PA) and morphological awareness (MA) to the reading comprehension skills of Chinese-speaking children with hearing loss (HL) and examine the possible mediation effect of vocabulary knowledge on the relationships of PA and MA with their reading comprehension. Method:…

Domain-specific vocabulary knowledge is an important precursor to overall knowledge acquisition, which is essential to reading and comprehending grade-level texts. There are a number of malleable factors within the classroom that can be shaped by teachers and policy makers, yet additional empirical evidence is needed to uncover and evaluate those…

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The Model of Reading Engagement (MORE) intervention underscores thematic lessons that provide an intellectual structure for helping students connect…

This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…

This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the…

Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and…

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

One's ability to listen and comprehend spoken language of multiple utterances (i.e., listening comprehension) is one of the necessary component skills in reading and writing development. In this chapter, we review theoretical frameworks and empirical evidence of listening comprehension development and improvement, and propose a direct and mediated…

Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and…

In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was…

This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…