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Direct linkNoam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Download full textBoutorwick, T. J.; Macalister, John; Elgort, Irina – Reading in a Foreign Language, 2019
One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Anson, Chris M.; Schwegler, Robert A. – College Composition and Communication, 2012
This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)
Descriptors: Writing (Composition), Writing Research, Reading Processes, Writing Processes
Peer reviewedRobinson, Richard – Reading Psychology, 1993
Discusses the major emphases of the National Reading Research Center regarding future research and study; the types of input to the center from the reading community; the role of individual reading researchers at the center; and potential products of the center. (RS)
Descriptors: Elementary Secondary Education, Interviews, Program Descriptions, Reading Research
Peer reviewedHiatt, Michael R.; Kilty, Ted K. – Reading Horizons, 1980
Describes characteristics of reading programs in two-year colleges in Michigan as reported by 22 institutions that responded to a questionnaire. (MKM)
Descriptors: Community Colleges, Program Descriptions, Questionnaires, Reading Programs
Peer reviewedMorrow, Lesley Mandel; Sharkey, Evelyn A. – Reading Teacher, 1993
Describes a literature-based reading program designed around independent reading and writing periods (IRWP) in which children could choose to participate alone or with others in several different literacy tasks. Finds that the physical design of the literacy centers, the modeled behavior by the teachers, and the time for IRWP resulted in increased…
Descriptors: Cooperative Learning, Independent Reading, Instructional Effectiveness, Primary Education
Peer reviewedAllington, Richard – Reading Teacher, 1980
Provides a brief overview of the Educational Testing Service's 1971 survey of compensatory reading instruction in the United States. (FL)
Descriptors: Compensatory Education, Elementary Education, Program Descriptions, Reading Instruction
Peer reviewedStewart, Roger A.; And Others – Journal of Adolescent & Adult Literacy, 1996
Reports results of a literature-based developmental reading program in a junior high school. Uses students' comments to reveal how their reading had changed and to report improvement in both reading and content area classes. Identifies beneficial program attributes: choice in reading material, interesting reading material, time given just for…
Descriptors: Junior High Schools, Program Descriptions, Reading Attitudes, Reading Improvement
Peer reviewedTanner, J. – Reading, 2000
Evaluates one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. Focuses on the reading attitudes and behavior of 61 children who attended Read It Clubs in 1998-1999. Concludes children enjoyed the Read It Clubs they attended, valued the experience, and believed they gained from it. (RS)
Descriptors: Community Programs, Elementary Education, Foreign Countries, Literacy
Peer reviewedPikulski, John J. – Reading Teacher, 1994
Describes five programs of early intervention for the prevention of reading problems (Success for All, the Winston-Salem Project, Early Intervention in Reading, the Boulder Project, and Reading Recovery). Compares these five programs on a number of dimensions, identifying common features that seem related to preventing reading problems. Draws…
Descriptors: Comparative Analysis, Early Intervention, Instructional Effectiveness, Primary Education
Peer reviewedYaffe, Diane; Williams, Cheri Lynn – Journal of Adolescent & Adult Literacy, 1998
Finds that the supportive environment of "women helping women" was the hallmark characteristic of a local Even Start family literacy program and that participants were not consciously thinking about family literacy but joined the program for themselves and gave no indication of seeing the connection between the adult literacy component…
Descriptors: Adult Basic Education, Adult Literacy, Family Literacy, Females
Peer reviewedPotter, Les – Reading Improvement, 1996
Discusses the goals and objectives of committees of the Mobile County school district in Alabama, which were set up to evaluate the current state of reading instruction. Discusses trends, the current situation, where they want to be, and current research. (RS)
Descriptors: Educational Change, Educational Objectives, Educational Trends, Elementary Education
Peer reviewedHayes, David A.; Diehl, William – Journal of Reading, 1982
Suggests using principles of instruction grounded in prose learning research to develop successful college developmental skills programs. (AEA)
Descriptors: Basic Skills, College Students, Developmental Studies Programs, Higher Education
Peer reviewedRaphael, Taffy E.; McMahon, Susan I. – Reading Teacher, 1994
Discusses the Book Club program, one model for literature-based reading instruction which integrates reading, writing, student-led discussion groups, whole-class discussions, and instruction. Describes the Book Club as it developed in two classrooms and looks at students' discussions after their participation for one and two years. (SR)
Descriptors: Discussion (Teaching Technique), Elementary Education, Instructional Effectiveness, Literature Appreciation
Peer reviewedBrusch, Wilfried – ELT Journal, 1991
Describes the rationale and structure of a research project that focused on the role of reading in second-language acquisition. Special focus is placed on the initial stages of the project as well as characteristics of the backgrounds of the students involved. (seven references) (JL)
Descriptors: Dictionaries, Elementary Secondary Education, English (Second Language), Homework
