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 investigated the effect of cloze item practice on reading comprehension, where cloze items were either created by humans, by machine using natural language processing techniques, or randomly. Participants from Amazon Mechanical Turk (N = 302) took a pre-test, read a text, and took part in one of five conditions, Do-Nothing, Re-Read,…

Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

The present study investigates the effects of extensive reading on developing the language knowledge and reading abilities of high school learners of English as a foreign language (EFL) over the course of one school year. Participants were divided into control (n = 205) and experimental groups (n = 200), with the former receiving regular grammar…

Theoretical models of word recognition suggest that knowing what a word means makes it easier to learn how to decode it. We tested this hypothesis with at-risk young students, a group that often responds poorly to conventional decoding instruction in which word meaning is not addressed systematically. A total of 53 first graders received explicit…

An intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class…

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of…

The goal of the present study was to examine the efficacy of learning a text structure strategy (TSS) for improving reading comprehension and recall for second language (L2) learners, as well as to test for transfer of the strategy to the native language (L1). University L2 learners of English completed a five-session course on using the TSS to…

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they…

In this paper we try to assess whether there are differences in a group when their members try to remember the content of a text, and if this fact affects the learning levels through an experimental methodology with a design of two groups only with posttest to assess the readers' free recall after reading a text. We found firstly interindividual…

This study was carried out to determine the influence of prior knowledge questions on pupils' performance in reading comprehension in primary schools in Kaduna, Nigeria. Two schools were used for the study. Ungwar Dosa primary school was used as the experimental school while Ungwar Rimi primary school was used as the control school. Thirty (30)…

Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in…

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

This research examined the impact of formative quizzes on e-learning designed to teach volunteers how to tutor struggling readers. Three research questions were addressed: (1) Do embedded quizzes facilitate learning of e-content? (2) Does the announcement of upcoming quizzes affect learning? (3) Does prior knowledge interact with quizzing and…