In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view…

The importance of reading competence for both individuals and society underlines the strong need to understand the gender gap in reading achievement. Beyond mean differences in reading comprehension, research has indicated that girls possess specific advantages on constructed-response items compared with boys of the same reading ability. Moreover,…

This article highlights one mother-son case study that was part of a larger study, Revaluing Readers and Families (Kabuto, [Kabuto, B., 2009], [Kabuto, B., 2015]). Here the author focuses on how the mother, Terry, interpreted her 7-year-old son Peter's oral reading performances and how her interpretation led her to construct a label around a…

This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state…

The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that…

Finds that orthographic information dominated word recognition of both good and poor readers and that both semantic contexts and text difficulty influenced the reading of target words. Shows that good readers used orthographic information more than did poor readers, whereas poor readers used semantic context more than good readers. Finds support…

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)

Three experiments were conducted that studied the effect on comprehension of words containing more than one meaning. When children were asked to choose appropriate word meanings by reading sentences that provided "disambiguating" clues, they did not effectively identify from context the less common or secondary meanings of words. (MKM)

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)

Identifies strategies used by 24 tenth grade students to comprehend a short story, and relates the strategies to ability, interest, and writing style. (AA)

Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Investigates whether the use of the computer to mediate text affects reading comprehension and concludes that computer-mediated text can influence reading comprehension and that comprehension was most consistently increased when manipulations of the text were under computer control. (HOD)

Using eighth-grade subjects, a study examined the strategy differences between good and poor readers as they summarized what they had read. (HOD)

Investigates the reading rate and comprehension of a total of 16 individuals who represented four superior reading groups: speed readers, professionals, college students, and people who scored exceptionally high on tests. (HOD)