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Direct linkGao, Tao; Zhao, Junfeng; Li, Xiaoming; Mao, Yuchen; Chen, Qiong; Harrison, Sayward E. – Educational Psychology, 2020
The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the…
Descriptors: Reading Rate, Achievement Gap, Chinese, Intervention
Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka – Educational Psychology, 2020
This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in…
Descriptors: Reading Comprehension, Difficulty Level, Reading Fluency, Learning Motivation
Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik – Educational Psychology, 2016
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…
Descriptors: Reading Comprehension, Elementary School Students, Prediction, Secondary School Students
Froiland, John Mark; Oros, Emily – Educational Psychology, 2014
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…
Descriptors: Longitudinal Studies, Student Motivation, Learner Engagement, Reading Achievement
Janssen, Rianne; Wouters, Sofie; Huygh, Tine; Denies, Katrijn; Verschueren, Karine – Educational Psychology, 2015
According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one's own achievement, but also in a negative way by one's relative achievement in comparison with one's immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of…
Descriptors: Peer Groups, Self Concept, Reading Ability, Second Language Learning
Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik – Educational Psychology, 2008
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…
Descriptors: Reading Comprehension, Problem Solving, Word Problems (Mathematics), Grade 4
Abu-Rabia, Salim – Educational Psychology, 2004
This study investigated the relationship between foreign language (FL) anxiety and achievement in that language. The role of the FL teacher as perceived by the learners was also tested. Participants were 67 seventh-grade students. They were administered an anxiety questionnaire, a Hebrew reading comprehension test, an English reading comprehension…
Descriptors: Anxiety, Semitic Languages, Second Language Learning, Teacher Role
