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Xuqian Chen; Yishan Zhang; Qianyue Dai – Reading and Writing: An Interdisciplinary Journal, 2025
The trend of podcast and audiobook listening is on the rise, thus paving the way for a new, popular learning environment. It is crucial to deliberate on the influence of multiple-text listening comprehension. This research aimed to explore the impact of conceptual network processing on multiple-text comprehension performance from the perspective…
Descriptors: Reading Research, Educational Trends, Audio Books, Nonprint Media
Graham, Steve; Silva, Mariana; Restrepo, M. Adelaida – Reading and Writing: An Interdisciplinary Journal, 2023
Reading in English is an essential skill that emergent bilingual students in the United States (U.S.) must master to be successful in school and to fully take advantage of the affordances reading in English offers. The current meta-analysis examined the extent to which reading instruction improved English reading outcomes for preschool to grade 12…
Descriptors: Elementary Secondary Education, Bilingualism, Second Language Learning, Reading Instruction
Kim, Minkyung; Crossley, Scott A.; Skalicky, Stephen – Reading and Writing: An Interdisciplinary Journal, 2018
This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…
Descriptors: Individual Differences, Second Language Learning, Reading Comprehension, Reading Processes
Hebert, Michael; Simpson, Amy; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2013
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…
Descriptors: Comparative Analysis, Measurement Techniques, Meta Analysis, Elementary Secondary Education
Taboada, Ana; Tonks, Stephen M.; Wigfield, Allan; Guthrie, John T. – Reading and Writing: An Interdisciplinary Journal, 2009
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…
Descriptors: Reading Comprehension, Predictor Variables, Reading Motivation, Student Motivation
Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen – Reading and Writing: An Interdisciplinary Journal, 2010
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high…
Descriptors: Reading Difficulties, Word Recognition, Grade 5, Grade 4

Yamada, Jun; Takashima, Hiroomi – Reading and Writing: An Interdisciplinary Journal, 2001
Examines the semantic effect on retrieval of radicals of Japanese kanji script. Highlights a critical role that meaning plays in the activation of orthographic forms of kanji. Discusses some characteristic features of writing in kanji. (SG)
Descriptors: Higher Education, Japanese, Reading Comprehension, Reading Research

Morita, Aiko; Tamaoka, Katsuo – Reading and Writing: An Interdisciplinary Journal, 2002
Presents 3 experiments that examine whether Japanese readers activate phonological information when reading kanji compound words and sentences and if so, how they do it. Suggests that readers activate phonological information of two-kanji compound words when reading for comprehension but not for simple proofreading. (SG)
Descriptors: Higher Education, Japanese, Reading Comprehension, Reading Processes

Degand, Liesbeth; Sanders, Ted – Reading and Writing: An Interdisciplinary Journal, 2002
Investigates the impact of causal discourse markers (connectives and signaling phrases) on the comprehension of expository texts in a first language (L1) and a second language (L2). Indicates that readers benefit from the presence of causal relational markers both in L1 and in L2. Discusses implications for (theories of) text processing as well as…
Descriptors: Expository Writing, Higher Education, Reading Comprehension, Reading Research

Hacker, Douglas J. – Reading and Writing: An Interdisciplinary Journal, 1997
Uses the error-detection model in an experiment wherein 315 adolescents of low-to-high reading ability monitored and controlled their reading while searching three times through a text. Finds that, in search 1, monitoring increased with age and reading ability; search 3 shows some students had knowledge necessary to monitor more errors but failed…
Descriptors: Metacognition, Reading Comprehension, Reading Processes, Reading Research

Carver, Ronald P. – Reading and Writing: An Interdisciplinary Journal, 1998
Investigates the relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) in grades 1 to 6, and for students who are in the advanced phase of decoding. Finds that the level of reading accuracy of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve…
Descriptors: Decoding (Reading), Elementary Education, Listening, Predictor Variables

Cain, Kate; Oakhill, Jane; Bryant, Peter – Reading and Writing: An Interdisciplinary Journal, 2000
Considers how the reading-level match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: cause or consequence. Outlines an analogous method for identifying candidate causes of reading comprehension failure, the "comprehension-age match design."…
Descriptors: Elementary Education, Influences, Reading Comprehension, Reading Difficulties

Cain, Kate; Oakhill, Jane V. – Reading and Writing: An Interdisciplinary Journal, 1999
Investigates the direction of young children's reading comprehension skill in association with their ability to draw inferences and explores possible sources of inferential failure. Finds that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading…
Descriptors: Elementary Education, Inferences, Knowledge Level, Reading Comprehension

Engen, Liv; Hoien, Torleiv – Reading and Writing: An Interdisciplinary Journal, 2002
Focuses on the impact of phonological awareness on reading comprehension. Finds that phonological factors play an independent role in the processing of text. Yields further evidence to previous research showing that phonological awareness is a necessary, but not sufficient condition for reading comprehension. Indicates that there is no clear…
Descriptors: Decoding (Reading), Grade 1, Primary Education, Reading Comprehension

Temple, Christine M. – Reading and Writing: An Interdisciplinary Journal, 1990
Reports on a psycholinguistic investigation of a 10-year-old, nonautistic hyperlexic on tasks of written and auditory presentations of single words, sentences, and text. Finds good development of both phonological and lexical reading mechanisms. Finds a significant dissociation between reading accuracy and reading comprehension and also between…
Descriptors: Elementary Education, Listening Comprehension, Psycholinguistics, Reading Comprehension