Background: Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school-aged children learning English as an additional language (EAL). Our aim was to…

Students from economically disadvantaged backgrounds in Australia have persistently performed at relatively low levels in national and international tests of reading literacy. Research attention is required to look for new models to promote reading and reading engagement for disadvantaged students. The current study discussed a case study derived…

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

The ability to derive the meanings of words from supportive story contexts was studied in 45 7- to 8-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback…

Notes that suggestions have been made in the media that tinted lenses may provide a "cure" for developmental dyslexia, and considers how there have been many anecdotal accounts of improvements in reading following their use. Provides an overview of the research into the use of tinted lenses for the amelioration of reading difficulties. (SG)

Presents three studies where children in mainstream schools compared text on white paper with identical text covered in turn by each of 10 differently-colored plastic overlays. Shows consistency with regard to the proportion of children in mainstream education who report beneficial perceptual effects with colored overlays and who demonstrate…

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Investigates the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Explores effects of visual memory and of teaching methods. Finds mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological…

Suggests that abandoning controlled vocabulary texts on the assumption that reading is a psycholinguistic guessing game was wrong. Claims that the current emphasis on strategy instruction, scaffolded reading experiences, and the use of writing to foster letter-sounds may provide good outcomes for those teachers and children who dreaded reading…

Reveals a clear relationship between teachers' aims and objectives and choice of class organization and that pupils taught in classes in which reading is heard in groups achieve higher reading standards than do those taught individually. Shows also the effects of time on the quality of instruction. (FL)

Presents a criticism of C. Hicks's references as being out of date or of inadequate methodology. Includes a defense from Hicks and a third-party adjudication suggesting that while the criticisms are well taken, the proposed solutions are not practical and the reader must beware. (HTH)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

Reports that reading rate gains that may have been derived from a film-aided speed reading course were not retained when the subjects encountered difficult reading material. (FL)

Transcriptions of 156 recordings of teacher/child interactions were analyzed and teacher verbal moves were described as pedagogical, asides, or providing feedback. The pedagogical moves were subdivided into areas concerned with welfare, directions, providing words, word recognition, phonics, and comprehension. (MKM)