Publication Date
In 2025 | 10 |
Since 2024 | 34 |
Since 2021 (last 5 years) | 96 |
Since 2016 (last 10 years) | 205 |
Since 2006 (last 20 years) | 367 |
Descriptor
Reading Comprehension | 377 |
Grade 4 | 331 |
Elementary School Students | 259 |
Foreign Countries | 135 |
English (Second Language) | 114 |
Grade 5 | 105 |
Reading Instruction | 98 |
Grade 3 | 91 |
Reading Skills | 90 |
Second Language Learning | 86 |
Reading Tests | 80 |
More ▼ |
Source
Author
Publication Type
Education Level
Grade 4 | 377 |
Elementary Education | 341 |
Intermediate Grades | 252 |
Grade 5 | 133 |
Grade 3 | 120 |
Middle Schools | 105 |
Early Childhood Education | 93 |
Primary Education | 89 |
Grade 6 | 81 |
Grade 2 | 68 |
Secondary Education | 39 |
More ▼ |
Audience
Teachers | 4 |
Policymakers | 1 |
Students | 1 |
Location
South Africa | 17 |
Hong Kong | 16 |
China | 13 |
Canada | 9 |
Israel | 8 |
Netherlands | 8 |
California | 7 |
Texas | 6 |
Turkey | 6 |
Arizona | 5 |
Florida | 5 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 9 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 9 |
Meets WWC Standards with or without Reservations | 9 |
Does not meet standards | 3 |
Susanna Siu-sze Yeung; Ronnel B. King; Shen Qiao – Language Awareness, 2025
Research has established the link between socioeconomic status (SES) and children's reading development. However, the theoretical mechanisms underlying the association between them have yet to be fully understood. Moreover, few previous studies exploring the mechanisms tapped both first language (L1) and second language (L2) at the same time. In…
Descriptors: Socioeconomic Status, Reading Comprehension, Native Language, Second Language Learning
Chieh-Fang Hu – Reading and Writing: An Interdisciplinary Journal, 2024
Using context to derive a word's meaning is typically conceptualized as part of the reading comprehension process. However, context sensitivity develops early--before children start to learn to read. This study took a developmental perspective, attempting to capture children's context sensitivity through spoken discourse and assess its value in…
Descriptors: Context Effect, Second Language Learning, Reading Comprehension, Grade 4
Galit Ben-Zvi; Hadass Landau; Dorit Ravid – First Language, 2025
We investigate the development of text reconstruction abilities in Hebrew-speaking children, with a particular focus on verbal passive constructions. The acquisition of verbal passives in Hebrew is a late developmental milestone, closely tied to the expression of event semantics. The current study explores how narrative and informative text genres…
Descriptors: Hebrew, Native Language, Language Acquisition, Semantics
Qiuzhi Xie; Yuyang Cai; Susanna Siu-sze Yeung – Reading and Writing: An Interdisciplinary Journal, 2024
This study aims to advance our understanding of the role of word knowledge in second language (L2) reading comprehension by exploring whether morphological awareness and vocabulary assessed one year ago contribute to decoding and listening comprehension which in turn contribute to reading comprehension in Chinese children learning English as an…
Descriptors: Reading Comprehension, Vocabulary Skills, English (Second Language), Second Language Learning
Qiuzhi Xie; Susanna Siu-Sze Yeung – Reading and Writing: An Interdisciplinary Journal, 2024
This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of…
Descriptors: Morphology (Languages), Reading Comprehension, Decoding (Reading), Syntax
Natalia V. Rakhlin; Nan Li; Abdullah Aljughaiman; Elena L. Grigorenko – Journal of Speech, Language, and Hearing Research, 2025
Purpose: We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. Method: The participants (N = 110; 40 girls) were Saudi Arabic--speaking…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 3
Yaping Liu; Choo Mui Cheong; Rex Hung Wai Ng; Shek Kam Tse – International Journal of Bilingual Education and Bilingualism, 2024
Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first…
Descriptors: Reading Comprehension, Transfer of Training, Native Language, Second Language Learning
Thapelo Mokgadi; Muchativugwa L. Hove – Reading & Writing: Journal of the Literacy Association of South Africa, 2024
Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were…
Descriptors: Foreign Countries, Mastery Learning, English (Second Language), Second Language Learning
Evaluating Dual Language Education Programs in Taiwan: Structure, Instruction, and Learning Outcomes
Cheng-Ji Lai – International Education Studies, 2024
Despite the increasing popularity of dual language education programs in Taiwan, limited research assesses their effectiveness. This study evaluated eight English Immersion Programs (EIPs) in Taiwan, representing a dual language education model, using the "Guiding Principles for Dual Language Education" (GPDLE) framework. Interviews with…
Descriptors: Program Evaluation, Bilingual Education Programs, Grade 4, Elementary School Students
Shomal Prabhashni Chandra; Satish Prakash Chand – Reading Psychology, 2024
This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…
Descriptors: Foreign Countries, Reading Comprehension, Reading Skills, Reading Instruction
Philip Capin; Sharon Vaughn; Sandra Laing Gillam; Anna-Maria Fall; Gregory Roberts; Megan Israelsen-Augenstein; Sarai Holbrook; Rebekah Wada; Jordan Dille; Colby Hall; Ronald B. Gillam – Grantee Submission, 2023
Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…
Descriptors: Intervention, At Risk Students, Literacy, Reading Comprehension
Jackie E. Relyea; Dennis S. Davis; Corrie Dobis; Becky Huang; Courtney Samuelson – Grantee Submission, 2025
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Elementary School Students
Mandlenkosi Sibanda; Hanlie Dippenaar; Amanda Swart – Reading & Writing: Journal of the Literacy Association of South Africa, 2024
Background: The high number of poor-performing learners in reading comprehension in South African schools is a concerning factor that calls for studies to mitigate this problem. The Progress in International Reading Literacy Study (PIRLS) of 2021 indicates that about 81% of South African Grade 4 learners who participated, failed to reach the…
Descriptors: Teacher Role, Grade 4, Reading Instruction, Reading Comprehension
Kelly A. Long; Tracy N. Bowles – South African Journal of Childhood Education, 2024
Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same…
Descriptors: Foreign Countries, Elementary School Students, English (Second Language), Second Language Learning
Goodrich, J. Marc; Leiva, Sergio – International Journal of Bilingual Education and Bilingualism, 2022
Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989. "Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals." "Memory & Cognition"…
Descriptors: Semantics, Priming, Spanish, English (Second Language)