Purpose: The study explored the distinct contributions of domain-general, behavioral, and reading-specific executive function to reading comprehension, and whether reading fluency and vocabulary moderate or mediate the relations between executive function and reading comprehension. Method: Data were collected from 129 4th and 5th graders (35.66%,…

This study examined the psychometric properties of two common frameworks for scoring retell data (i.e., clause- and idea unit-based methods) among 86 third- through fifth-grade students with dyslexia. At the beginning and end of the school year, students read two grade-level R-CBM probes (one orally and one silently) and engaged in a retell…

Background: The idea that screens 'stole children's focus' and that reading books, in contrast, stimulates selective attention is theoretically complex and has largely been ignored in empirical tests. Research has identified positive associations between reading habits and various dimensions of attention in children, but most research is…

Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or…

Background: This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling. Methods: The participants were 75 English-speaking children (M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a…

Students at an elementary school in urban Georgia scored below grade level in comprehension on the state's end-of-the-year assessment. School leadership implemented Lexia Core5, a blended learning program. The purpose of this quantitative study was to determine the effect of the Lexia Reading Core5 program on the reading comprehension skills of…

Purpose: This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence. Method: Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with…

Having the ability to read is an essential skill for an individual. However, comprehension, the aim of reading, is a complex cognitive process that involves constructing meaning through deliberate thinking. Unfortunately, students with learning disabilities (LD) often struggle with reading, which impairs their comprehension abilities. Repeated…

Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their…

There continues to be a significant focus in Special Education research on exploring theories and interventions to benefit students with reading difficulties. Approaches that focus on teaching strategies for improving reading comprehension have proven effective (McNamara, 2007; Pearson et al., 2020; Vaughn et al., 2022). However, other approaches…

School-age English learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading…

The problem addressed through this study is the low reading comprehension levels of fifth-grade students with exceptionalities (SwE) (e.g. dyslexia) in a local school district in Georgia. The purpose of this qualitative study was to explore fifth-grade teachers' perceptions on their successes, challenges, and suggestions when teaching reading to…

Understanding test-taking strategies (TTSs) and the variables that influence TTSs is crucial to understanding what reading comprehension tests measure. We examined how passage and student characteristics were associated with TTSs and their impact on response accuracy. Third (n = 78), fifth (n = 86), and eighth (n = 86) graders read and answered…

"Magnetic Reading" is an evidence-based reading comprehension program for students in grades 3 through 5 built on four pedagogical pillars: knowledge-rich learning, culturally and linguistically responsive pedagogy, scaffolds to support learner variability, and data to inform instruction. This study uses a prospective matched comparison…

Eye-movement technology has been often used to examine reading processes, but research has seldom examined the relationship between the reading process and comprehension performance, and whether the relationships are similar or different across grades. To investigate this, we conducted a 3-year longitudinal study starting at grade 4, with 175…