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Cabell, Sonia Q. – American Educator, 2023
Although the focus in the early grades is often on teaching young children how to read, the ultimate goal of reading is to understand the text--whether to learn new information or simply enjoy a story. Building the groundwork needed for this understanding starts right from the beginning of life--and it's essential from the beginning of school.…
Descriptors: Primary Education, Reading Instruction, Language Skills, Comprehension
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Young-Suk Grace Kim – Grantee Submission, 2022
Reading comprehension--understanding, interpreting, and evaluating written texts--is a highly complex construct that involves ''the process of simultaneously constructing and extracting meaning through interaction and engagement with print'' (Snow, 2002, p. 413) and requires "the most intricate workings of the human mind" (Huey, 1968, p.…
Descriptors: Reading Comprehension, Decoding (Reading), Models, Reading Skills
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Thomas, Leiah J. G.; Piasta, Shayne B.; Bailet, Laura L.; Zettler-Greeley, Cynthia M.; Lewis, Kandia – Reading Teacher, 2023
Young children's meaning-focused skills are foundational for reading comprehension and begin to develop prior to formal reading instruction. In this article, we argue for the importance of supporting meaning-focused skills in early childhood classrooms. We describe authentic, real-life examples of engaging preschool children in activities that…
Descriptors: Young Children, Early Childhood Education, Learning Activities, Comprehension
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Apel, Kenn – Remedial and Special Education, 2022
The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Models
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Joemari Olea; Kevin Carl Santos – Journal of Educational and Behavioral Statistics, 2024
Although the generalized deterministic inputs, noisy "and" gate model (G-DINA; de la Torre, 2011) is a general cognitive diagnosis model (CDM), it does not account for the heterogeneity that is rooted from the existing latent groups in the population of examinees. To address this, this study proposes the mixture G-DINA model, a CDM that…
Descriptors: Cognitive Measurement, Models, Algorithms, Simulation
József Álmos Katona; Zoltán Bódi – Current Issues in Language Planning, 2025
This paper discusses the 'fuzziness' of Hungarian legal language as an issue of language planning addressed in the Hungarian language strategy to be published by the Hungarian Research Centre for Language Planning. First, we give a concise historical overview on the status of Hungarian language in Hungary, only to make it evident how its status…
Descriptors: Foreign Countries, Hungarian, Language Planning, Language Usage
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Acosta-Tello, Enid – Journal of Instructional Pedagogies, 2023
Teaching reading can be simplistically divided into two sections: learning how to read, known as decoding, and deriving meaning from the printed word, known as comprehension. Many educators still hold to the position that these skills should be taught linearly with an emphasis on comprehension lagging considerably behind the teaching of decoding.…
Descriptors: Reading Instruction, Reading Comprehension, Reading Strategies, Inferences
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Marianne Rice; Kausalai Wijekumar; Kacee Lambright; Ashley Stack – Reading Teacher, 2024
Making inferences is essential to comprehending text. Teachers can ask inferential questions, model their thinking, and teach specific strategies to support upper elementary students in making inferences while reading.
Descriptors: Questioning Techniques, Elementary School Students, Inferences, Reading Comprehension
Apel, Kenn – Grantee Submission, 2021
The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Models
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Blythe E. Anderson – Reading Teacher, 2024
Vocabulary knowledge plays a critical role in supporting text comprehension and broader learning across the school day. While school offers opportunities to build vocabulary knowledge, studies have shown that very little time is devoted to vocabulary instruction at the elementary level. This may be, in part, because educators commonly report being…
Descriptors: Vocabulary Development, Teaching Methods, Reading Comprehension, Elementary School Students
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Courtney Hattan – Reading Teacher, 2024
Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence-based principles to consider during literacy instruction, which are drawn from a recent systematic…
Descriptors: Knowledge Level, Reading Comprehension, Prior Learning, Literacy Education
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Maggie MacLure – International Journal of Qualitative Studies in Education (QSE), 2024
The article describes practices of "intensive reading" for post-qualitative inquiry, drawing on the work of Deleuze, with some examples from the author's own research. To read intensively is to experience the forward propulsion toward something not-yet-present. That forward momentum, and the fragmented path that it carves through the…
Descriptors: Reading Comprehension, Reading Rate, Critical Reading, Associative Learning
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Mohr, Kathleen A. J.; Downs, Jacob D.; Chou, Petra; Tsai, Hsiaomei – Early Childhood Education Journal, 2023
Research substantiates that inferencing is a critical component to making sense of texts. The ability to make logical inferences is a key characteristic of proficient comprehenders that can be developed before children become fluent readers. This article argues for teaching inferencing via teacher or parent read-alouds to help young readers…
Descriptors: Reading Aloud to Others, Inferences, Reading Instruction, Reading Comprehension
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Ruth Wattenberg – State Education Standard, 2024
The surge of support for the science of reading is cause for great cheer. According to the Albert Shanker Institute, 45 states and the District of Columbia have passed laws since 2019 to shift reading instruction based on what research says works. These laws often explicitly call for teaching phonics, phonemic awareness, and other skills that…
Descriptors: Prior Learning, Reading Comprehension, Language Arts, Curriculum Development
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Zachary T. Barnes; Kelly B. Cartwright – Intervention in School and Clinic, 2024
Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to…
Descriptors: Learning Disabilities, Vocabulary Development, Knowledge Level, Educational Strategies
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