Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of…

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language…

There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused…

Purpose: Despite the considerable scientific interest in researching the reading skills of the deaf population, most of these studies focus on reading comprehension (RC) at the word or sentence level. Such reading activates different underlying language processes than text-level reading, which is more akin to real-life reading literacy. The…

Dynamic assessments (DAs) of word reading skills demonstrate strong criterion reference validity with word reading measures (WRMs). However, DAs vary in the skills they assess, their format and administration method, and the type of words and symbols used in test items. These characteristics may have implications on assessment validity. To compare…

Aim/Purpose: The purpose of this systematic literature review is to explore the use of gamification in reading instruction between 2020 and 2024, focusing on the main theories and models, implementation strategies in various educational settings, measurable effects on student engagement and comprehension, and future directions for research.…

This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both…

This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that…

This study aims to examine the relationship between reading speed, accurate reading, prosodic reading, and reading comprehension skills, as well as to show the current state of affairs. The study group for the document review-based research consists of publications published between 2011 and 2022 that examine the association between fluent reading…

Reading is an integral part of scholarly practice, though we do not often discuss how our approaches to reading differ, and how these approaches may ultimately make interpretive impact on our research. This essay considers approaches to reading in light of the concepts of proximity and orientation. Though formal "close reading" is a…

Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader to synchronously read connected text aloud. We use the term Synchronous Paired Oral Reading Techniques (SPORT) to describe a family of related methods…

Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta-analysis is to examine the extent to which…

Background: Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading…

Recent studies have shown contradictory results on the influence of digital technology on the level of reading comprehension performance in college students. This paper examines the existence of differences in reading comprehension between the use of digital technology and traditional support in college students. A meta-analysis of international…

This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles?…