Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students' reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental…

In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers' reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than…

In this study, an intervention program was designed based on the instructional principles of self-regulated learning (SRL), and its effectiveness in enhancing Hong Kong secondary three students' classical Chinese (CC) reading comprehension and motivation was evaluated. A pretest-posttest treatment-control group quasi-experimental design was used.…

This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their…

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73…

Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were…

The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…

This study investigated the efficacy of a multi-component reading comprehension instructional approach, Collaborative Strategic Reading (CSR), compared to business-as-usual instructional methods with 19 teachers and 1074 students in middle school social studies and science classrooms in a large urban district. Researchers collaborated with school…