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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
Mark Feng Teng – Computer Assisted Language Learning, 2025
Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners' incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types…
Descriptors: Captions, Incidental Learning, Vocabulary Development, English (Second Language)
Gallagher, Melissa A.; Barber, Ana Taboada; Beck, Jori S.; Buehl, Michelle M. – Reading & Writing Quarterly, 2019
Vocabulary knowledge is a crucial element of reading comprehension. Academic vocabulary poses particular challenges for students and should be a focus of instruction, particularly for students from diverse language backgrounds. This study was part of a larger literacy in social studies intervention aimed at increasing students' reading…
Descriptors: Vocabulary Development, Reading Comprehension, English (Second Language), Second Language Learning
