This study investigated the dependability of reading comprehension scores across different text genres and response formats for readers with varied language knowledge. Participants included 78 fourth-graders in an urban elementary school. A randomized and counterbalanced 3 × 2 study design investigated three response formats (open-ended,…

Purpose: This study focused on factors that contributed to writing quality in adults who were pursuing a General Educational Development (GED) diploma through an adult basic education program and university students who were pursuing a college degree. We explored the role of transcription (handwriting and spelling), working memory, oral language,…

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the…

This study investigated third graders' use and variation of linguistic resources when writing a science explanation. Using systemic functional linguistics as a framework, we purposefully selected and analyzed writing samples of students with high and low scores to explore how the students' use of language features (i.e., lexicogrammatical…

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

The present study examined whether knowledge of connectives contributes uniquely to expository text comprehension above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge. Furthermore, it was examined whether this contribution differs for readers with different language backgrounds or readers who vary in reading…

English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and…

Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in…

The present study examined whether observed differences in naturally occurring classroom instruction of reading comprehension strategies were reflected in students' independent use of strategies to comprehend expository text. Based on a descriptive classroom study in 4 ninth-grade language arts classrooms, participants were divided into two groups…

In this review of literature we examine empirical research of individual differences in younger readers' knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research…

This study was intended to determine whether or not the genre of a reading text affects the incidental vocabulary acquisition of L2 learners while reading. To this aim, 40 Iranian EFL students whose vocabulary knowledge was within a limited range (already determined by Nation's Vocabulary Levels Test) were divided into two groups of 20 each for…

Identifies a particular class of explanatory discourse, and proposes hypotheses about the types of knowledge likely to be associated with skill in this genre. Finds that variations in accuracy and adaptiveness of students' explanations were partially accounted for by measures of topic knowledge, social cognition, and discourse knowledge. (MG)

Learning-disabled (LD) intermediate grade students (N=10), as well as low and high achieving students, were interviewed about their metacognitive knowledge of the writing process and also composed two expository texts. LD students were less aware than high achieving students of modeled writing strategies and steps in the writing process.…

This study investigated the effectiveness of an instructional program designed to teach expository text comprehension during guided reading. Participants included 72 second graders in six classrooms, organized into four guided reading groups in each class (n = 24). The six classes were randomly assigned to one of three groups: Text Structure,…