There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused…

This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles (N = 631) was compiled from systematically searching the Web of…

This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…

The practice of extensive reading (ER) is widely recognised as an effective approach to language acquisition, facilitating vocabulary expansion, text comprehension, and reading fluency. This study examines the role of ER in enhancing these aspects, offering a structured analysis of its impact on language learning. Drawing upon Krashen's Input…

To become successful readers, hearing children require competence in both decoding--the ability to read individual words, underpinned by phonological skills and letter-sound knowledge--and linguistic comprehension--the ability to understand what they read--underpinned by language skills, including vocabulary knowledge. Children who are born with a…

Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative…

This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to…

The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students' comprehension and learning. This comprehensive meta-analysis of…

Comments on the nature of taxonomies in education generally and in reading specifically. Examines alternatives to taxonomies as they are traditionally used in reading instruction, and proposes a number of comprehension strategies to use in conjunction with the Thomas Barrett Taxonomy of Reading. (FL)

Reviews recent research on the skill of drawing inferences in reading and concludes that inference drawing plays a major role in reading comprehension. Offers recommendations for teaching inference in the primary grades. (FL)

Reviews the literature relevant to investigating the effects of textual phrasing on the efforts of children to comprehend and addresses the issue of whether the use of a word processor can have an impact on helping children improve comprehension. (FL)

A review of research concerning the nature of text organization skills that contribute to reading comprehension ability reveals two distinct categories of studies: (1) those in which texts have been manipulated so as to facilitate spontaneous syntactic-semantic organization by the reader, and (2) those in which readers have received training or…

Researchers from the Center for the Study of Reading at the University of Illinois assert that inadequate reading textbooks and the failure to teach reading comprehension in the primary grades contribute to reading comprehension problems in the upper grades. Shortcomings of textbooks are specified and methods for teaching reading comprehension are…

Recommends research-based comprehensive changes in basal reading instruction. Points to the need for purposeful, direct, and text-related reading skill instruction, and for a change in the sequence of the reading lesson, with basal skills being taught prior to reading of the text. (ARH)

Describes 11 learning strategies, most of which are based on an information processing theory of learning, that can be used to develop study skills. Common elements include memory, comprehension, reading for understanding or meaning, and the incorporation of new knowledge into prior learning. (nine references) (LRW)