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Kim, Minkyung – Reading and Writing: An Interdisciplinary Journal, 2023
Adopting a cognitive perspective, this study examined roles of working memory capacity (WMC), first language (L1) syllogistic inferencing, and second language (L2) linguistic knowledge on literal and inferential understanding of L2 reading comprehension in adolescent L2 learners. Participants were 193 Korean ninth-grade learners of English. The…
Descriptors: Inferences, Reading Comprehension, Second Language Learning, English (Second Language)
Garrison-Fletcher, Leigh; Martohardjono, Gita; Chodorow, Martin – International Journal of Bilingual Education and Bilingualism, 2022
Previous research on the development of second language (L2) reading comprehension among adolescents and adults has looked at the relative importance of students' second language (L2) linguistic skills and home language (L1) reading comprehension skills in the development of L2 reading comprehension, with many studies finding a more important role…
Descriptors: Second Language Learning, Reading Skills, Reading Comprehension, Language Proficiency
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
Bergström, Denise; Norberg, Cathrine; Nordlund, Marie – Scandinavian Journal of Educational Research, 2023
One core aspect of learning a language is developing vocabulary, an endeavor that requires a structured and principled focus in the classroom. As the EFL textbook has a central position in the language learning classroom, it should have an important role to play in structuring vocabulary development. Yet, what guides decisions concerning the…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Instructional Materials
Al-Shdeifat, Zainab; Al-Jamal, Dina – International Journal of Educational Methodology, 2023
This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created…
Descriptors: Visualization, Reading Comprehension, Foreign Countries, Grade 9
Asadi, Ibrahim A. – Reading Psychology, 2020
This study aimed at examining the contribution of various linguistic components to reading comprehension (RC) in the seventh and ninth grades and to compare this contribution between two groups: children with typical development and those with reading disorders (RD). This was done by testing the relative contribution of phonological awareness,…
Descriptors: Reading Comprehension, Middle School Students, Prediction, Semitic Languages
Zi, Yu – Latin American Journal of Content and Language Integrated Learning, 2021
This study sets two main objectives to address this research gap in CLIL materials design: to identify and to evaluate teachers' approaches to text modification. The study focuses on four secondary teachers who teach non-language subjects to grades 7-9 in Finland, in English. The qualitative data consist of interviews and teaching materials…
Descriptors: Foreign Countries, Secondary School Teachers, Grade 7, Grade 8
Mulatu, Ermias; Regassa, Taye – Cogent Education, 2022
The study was conducted to investigate the practices of teaching reading skills in grade nine of Dil-Ber Secondary School in Addis Ababa, Ethiopia. A descriptive case study research design was used to meet this objective. Out of 347 total student population and 4 English teachers, 30% of the students i.e. 104 of them and all the 4 teachers were…
Descriptors: Foreign Countries, Reading Skills, English (Second Language), Second Language Learning
Yujie Shi – English Teaching, 2023
This study aimed to explore the role of inference making in the relation between vocabulary knowledge (breadth and depth) and reading comprehension for 487 ninth-grade Chinese EFL students who were categorized as either struggling or adequate. Path analysis was used to examine both direct and mediated effects. The results indicated a statistically…
Descriptors: Vocabulary, Knowledge Level, Reading Comprehension, Inferences
Olifant, Tilla; Cekiso, M. P.; Boakye, Naomi – South African Journal of Education, 2022
Educators' reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners' poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators' practices while teaching reading comprehension. As a result, the aim of the study reported on here was…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Reading Comprehension
Maluch, Jessica Tsimprea; Kempert, Sebastian – International Journal of Bilingual Education and Bilingualism, 2019
This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we…
Descriptors: Bilingualism, Multilingualism, Language Minorities, English (Second Language)
White, Piyawadee; Vibulphol, Jutarat – Journal of Educational Issues, 2020
One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries
Shohamy, Elana; Tannenbaum, Michal; Gani, Anna – International Journal of Bilingual Education and Bilingualism, 2022
Notwithstanding the introduction of education multilingual policies worldwide, testing and assessment procedures still rely almost exclusively on the monolingual construct. This paper describes a study, part of a larger project fostering a new multilingual education policy in Israeli schools, exploring bi/multilingual assessment. It included two…
Descriptors: Scores, Comparative Analysis, Hebrew, Arabic
Maria Levlin; Lacey Okonski; Kirk P. H. Sullivan – Scandinavian Journal of Educational Research, 2024
This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups…
Descriptors: Foreign Countries, Educational Attainment, Swedish, English (Second Language)
Thage, Esther Molebogeng; Mokgosi, Patricia Namayammu; Mthembu, Jane Tozama – Problems of Education in the 21st Century, 2021
Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language…
Descriptors: Reading Instruction, Second Language Learning, Second Language Instruction, English (Second Language)