Prosody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of "reading prosody" can distinctly reveal how well word recognition and comprehension processes coalesce, providing…

Purpose: This study contributes to the science of teaching reading and vocabulary by illustrating how a ubiquitous classroom practice -- read alouds -- can be enhanced by structured supplements. This experimental study examines whether and to what extent providing structured supplements can improve student comprehension outcomes by helping…

Learning from texts means acquiring and applying knowledge, which requires students to judge their text comprehension accurately. However, students usually overestimate their comprehension, which can be caused by a misalignment between the cues used to judge one's comprehension and the cognitive requirements of future test questions. Therefore,…

This study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing…

Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture-text compounds suggest that omitting the picture element is…

There are few measures of teacher professional knowledge of reading comprehension, therefore little is known about the levels of teacher professional knowledge, their motivation and attitudes to teaching reading comprehension. The Knowledge, Behaviour and Attitudes Test for Reading Comprehension (KBAT-RC) was developed from a systematic literature…

Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school years. However, while previous studies examining bidirectional relationships among oral vocabulary and reading development have generally found an association between word…

Mind maps are the most effective tools to improve learners' reading comprehension skills, as learners can detect the relationships and connections between ideas, figures, examples and embedded details through these maps. The present study aimed to identify the impact of using mind maps on improving the reading comprehension of eighth grade…

The article explores the relationship between intrinsic and extrinsic reading motivation, reading amount and the comprehension of narrative and expository texts in lower secondary school students. In addition, we intended to verify the effect on these variables of an educational programme, the writing and reading workshop (WRW), aimed at promoting…

This experimental study investigates the effects of retelling, reading response, and combined retelling and reading response activities that second-grade students participated in after watching digital stories on their reading attitudes and narrative comprehension levels. In this pre-test--post-test control group design, 140 students, composed of…

The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an…

Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class…

Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta-analysis is to examine the extent to which…

Inference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less…

This study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state-funded mainstream), 32 students' (aged 10:01-13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary)…