Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Alzubi, Ali Abbas | 1 |
| Chen, Jing | 1 |
| Hazaea, Abduljalil Nasr | 1 |
| Kim, Young Yee | 1 |
| Kramer, Brandon | 1 |
| Liu, Fei | 1 |
| McLean, Stuart | 1 |
| White, Sheida | 1 |
Publication Type
| Reports - Research | 3 |
| Tests/Questionnaires | 3 |
| Journal Articles | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Japan | 1 |
| Saudi Arabia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textKramer, Brandon; McLean, Stuart – Reading in a Foreign Language, 2019
Reading rate, usually measured in words per minute, is a common operationalization of reading fluency in second language (L2) research and pedagogy. However, the impact of word length is often not addressed. This paper presents two studies showing how the number of characters in a text influences L2 reading time, independent of word counts, within…
Descriptors: Reading Rate, Second Language Learning, Second Language Instruction, Comparative Analysis
Hazaea, Abduljalil Nasr; Alzubi, Ali Abbas – Novitas-ROYAL (Research on Youth and Language), 2017
Discourse-based approaches to EFL reading have shifted the students' passive role to become 'text resistant'. This paper examines the extent to which Critical Discourse Analysis (CDA) enhances analytical reading practices in English as a Foreign Language (EFL) reading context among Preparatory Year students at Najran University. The paper…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Discourse Analysis
White, Sheida; Kim, Young Yee; Chen, Jing; Liu, Fei – National Center for Education Statistics, 2015
This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent…
Descriptors: National Competency Tests, Computer Assisted Testing, Writing Tests, Grade 4
