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Peer reviewed
Direct linkClinton-Lisell, Virginia – Review of Educational Research, 2022
In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = 0.23). Reading was beneficial over listening when the reading…
Descriptors: Meta Analysis, Listening Comprehension, Reading Comprehension, Comparative Analysis
Wright, Tanya S.; Cervetti, Gina N.; Wise, Crystal; McClung, Nicola A. – Reading Psychology, 2022
We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children's incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a…
Descriptors: Vocabulary Development, Reading Aloud to Others, Incidental Learning, Grade 2
Takehiro Iizuka – ProQuest LLC, 2024
This study examined the significance of the mode of delivery--aural versus written--in second language (L2) vocabulary knowledge and L2 comprehension skills. One of the unique aspects of listening comprehension that sets it apart from reading comprehension is the mode of delivery--language input is delivered not visually but aurally. Somewhat…
Descriptors: Reading Comprehension, Listening Comprehension, Language Skills, Error of Measurement
Jessie Leigh Nielsen; Rikke Vang Christensen; Mads Poulsen – Journal of Research in Reading, 2024
Background: Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct. Methods: Sixty-nine Grade 4 students completed multiple…
Descriptors: Syntax, Reading Comprehension, Comparative Analysis, Reading Tests
Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Download full textClinton-Lisell, Virginia – Educational Research: Theory and Practice, 2023
Due to technological advancements such as text-to-speech software, reading while listening (audio-assisted reading) is widely available. However, the findings are mixed on the effectiveness of reading while listening as a tool to improve comprehension. The purpose of this study is to synthesize existing studies on reading while listening to…
Descriptors: Reading Instruction, Listening Skills, Reading Comprehension, Comparative Analysis
Marina Klimovich; Tobias Richter – Journal of Educational Psychology, 2024
Mind-wandering during reading is often associated with worse comprehension performance. Research suggests that metacognitive competences (i.e., the knowledge about as well as monitoring and regulation of one's own cognitive processes) are positively related to reading performance and may play a role in the prevalence of mind-wandering. However,…
Descriptors: Metacognition, Reading Processes, Reading Comprehension, Attention Control
Sara J. Margolin; Timothy Brackins – Educational Gerontology, 2024
Negated text is a difficult text construction that readers encounter in various forms throughout their lives. Despite a wealth of research on its impact, including potential strategies to improve comprehension, readers maintain poor comprehension when encountering this text construction. Given its large potential impact on reading texts like…
Descriptors: Older Adults, Reading Comprehension, Reading Strategies, Accuracy
Michael J. D. Tulino – ProQuest LLC, 2024
Researchers have demonstrated a much-needed shift in pedagogical practices to incorporate literacy strategies. This dissertation provides additional empirical evidence to expand the body of research by utilizing a comparative readability analysis that examines the academic language of a popular calculus textbook. A sample from the published…
Descriptors: Mathematics Instruction, Reading Comprehension, Calculus, Academic Language
Evaluating Dual Language Education Programs in Taiwan: Structure, Instruction, and Learning Outcomes
Cheng-Ji Lai – International Education Studies, 2024
Despite the increasing popularity of dual language education programs in Taiwan, limited research assesses their effectiveness. This study evaluated eight English Immersion Programs (EIPs) in Taiwan, representing a dual language education model, using the "Guiding Principles for Dual Language Education" (GPDLE) framework. Interviews with…
Descriptors: Program Evaluation, Bilingual Education Programs, Grade 4, Elementary School Students
Tuzcu, Aysen – ProQuest LLC, 2023
Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…
Descriptors: Cognitive Processes, Vocabulary, Linguistic Input, Incidental Learning
Huili Zhang; Guoliang Xu – International Journal of Web-Based Learning and Teaching Technologies, 2025
The process of building a teaching platform for contemporary Chinese literature poses many challenges. Based on big data research, this study was conducted using diversified intelligent analysis technology and theory. Through a fuzzy analytic hierarchy process method and relevant steps regarding intelligent parameter improvement, this study…
Descriptors: Multiple Intelligences, Foreign Countries, Chinese, Literature
O'Hare, Liam; Stark, Patrick; Cockerill, Maria; Lloyd, Katrina; McConnellogue, Sheila; Gildea, Aideen; Biggart, Andy; Bower, Christine; Connolly, Paul – British Journal of Educational Psychology, 2023
Background: Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension. Aims: This paper uses two large cluster randomized controlled trials of similar reciprocal reading…
Descriptors: Reading Comprehension, Intervention, Reading Instruction, Elementary School Students
Kim, Na-Young – English Teaching, 2021
This study explores effects of e-book and audio-book on EFL comprehension. It was conducted at a university in Korea with 75 college students. The whole experiment lasted for five weeks in 2020. To determine effectiveness of multiple modalities, participants were assigned to three different experimental groups: e-book, audio-book, and e-audiobook…
Descriptors: Audio Equipment, Second Language Learning, Second Language Instruction, English (Second Language)
Jui-Teng Li; Fuhui Tong; Beverly J. Irby; Rafael Lara-Alecio; Hector Rivera – Language Teaching Research, 2024
This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read…
Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction
