Testing language abilities is common in the context of migration. It has been observed that approximately 6.2 million adults in Germany are low literate and that approximately 47% of this group does not have German as their L1. Similar findings have been reported for other modern Western societies with compulsory schooling and a well-developed…

Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in…

This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to…

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

Proposes a new measure of individual differences in reading comprehension ability. Components of the task predict performance on a test of global reading comprehension and on a range of specific comprehension tests. Asserts that the task is better at predicting reading comprehension than is a typical working memory span task. (Contains 76…

Focuses on research projects involving readers up to adolescence, which found that reading material and attitudes of young people correspond to social classes. (HOD)

The aim of the present thesis was to investigate high-school students' metamemory and metacomprehension of texts. In three studies, the students read texts and then made prospective as well as retrospective ratings of their own immediate and delayed performance (i.e., measured via text recall and answering performance of comprehension questions).…

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

Concentrates on studies done in Germany that examine a reader's response to literature and applies three basic concepts of reception theory to children's literature. (HOD)

Describes recent, major contributions to both sides of the debate between phonics instruction and the "meaning-based" approaches. Argues that it is too early to evaluate the debate, but that a tentative evaluation of the evidence favors meaning-based approaches. (RS)

Examined research into the memory deficit of retarded readers within a working memory framework. Results showed fairly consistent evidence that reading retardation can be associated with a deficit in long-term storage of phonological information, which may affect retarded readers' ability to utilize the articulatory loop. (JAC)

Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background…