Traditional cloze tests (such as the CBM-maze) may be poor measures of comprehension processes beyond the single sentence level. This paper presents an alternative, a deep cloze test with gaps that are strategically chosen to assess comprehension beyond the sentence level. To fill each gap, the reader has to draw global cohesion inferences during…

A dyslexia diagnosis in Denmark can have significant consequences for individuals, as support is not available to others with reading difficulties. Currently, the diagnosis is given solely on the basis of an electronically administered test consisting of two tasks assessing grapheme-phoneme correspondences. To examine whether the Danish diagnostic…

The Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue.…

Amid the abundance of studies on translation errors in Thailand, a scarcity remains especially within the multi-linguacultural context of Thailand's Deep South. To address this gap, this study aims to examine Thai-English and English-Thai translation errors encountered by 232 Thai EFL university students studying English in three universities…

Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm…

Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it fails to acknowledge the potential for RtI to support readers who struggle to meet sophisticated standards and because it fails to attend to ways in…

We examined the associations between teachers' knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students' early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were…

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

The present study explored the association between working memory capacity (WMC) and second language reading performance as measured with three types of comprehension tasks: free written recall, sentence completion, and multiple-choice. It also examined the contribution of WMC to the frequency and variety of strategy use, as well as the…

This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the…

School-based language policies (SLP) are expected to have a positive effect on student achievement. To date, few studies have empirically examined the impact of such policies on student outcomes. This study investigates to what extent SLPs are related to pupils' reading performance from an educational effectiveness perspective. In addition, the…

This study addressed the concept of reading instructional level. First, we reviewed the history of the concept, including some recent criticisms of its validity (Schwanenflugel & Knapp, 2017; Shanahan, 2014). Next, we examined, from an instructional-level perspective, the oral reading performance of 248 third graders. We divided the sample…

Introduction: Teachers and researchers often need to evaluate word decoding skill in groupwise and in a short time. The LEO-1-min test is created to measure word reading through a lexical decision procedure where the examinee identifies pseudowords in a list of frequent words. Objetive: To examine the reliability and validity of LEO-1-min, a…

This research investigated what reading strategies Thai college EFL students who were identified as nonproficient readers are aware of and what reading strategies they use. Data were gathered from a questionnaire, think-aloud and interviews. The analysis identified 3 broad categories of 16 reading strategies employed by the nonproficient readers:…