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Hana M. Almohamadi – ProQuest LLC, 2023
Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their…
Descriptors: Reading Comprehension, English (Second Language), Students with Disabilities, Learning Disabilities
Cai, Yuyang; Kunnan, Antony John – Language Testing, 2020
An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e.,…
Descriptors: English (Second Language), Second Language Learning, Nursing Education, Reading Tests
Hudson, Alida K.; Williams, Joan A. – Reading Teacher, 2015
This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…
Descriptors: Reading Instruction, Workshops, Grade 2, Elementary School Teachers
Ghafournia, Narjes – English Language Teaching, 2014
The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their…
Descriptors: Second Language Learning, Learning Strategies, English (Second Language), Personal Autonomy
Dougherty Stahl, Katherine A. – Reading Teacher, 2011
Constrained skills theory is a reconceptualization of reading development that suggests a continuum of skills, with some, such as letter knowledge and decoding abilities, more tightly constrained than others, such as phonological awareness and oral reading fluency. The most constrained skills consist of a limited number of items and thus can be…
Descriptors: Reading Fluency, Phonological Awareness, Reading Instruction, Reading Improvement
Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju – Computers & Education, 2010
The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…
Descriptors: Concept Mapping, Reading Comprehension, Reading Strategies, Reading Ability
Kirby, John R.; Silvestri, Robert; Allingham, Beth H.; Parrila, Rauno; La Fave, Chantal B. – Journal of Learning Disabilities, 2008
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading…
Descriptors: Reading Comprehension, Test Wiseness, Dyslexia, Time Management
Annis, Linda F.; Annis, David B. – 1987
Past research shows that repetition results in increased learning. However, it is not clear whether repetition adds more information to memory (quantitative hypothesis), or allows the learner to use a more sophisticated method of encoding (qualitative hypothesis). This study investigates the process and effectiveness of repetition as a study…
Descriptors: College Students, Higher Education, Learning Strategies, Learning Theories

Chan, Lorna K. S.; And Others – Learning Disability Quarterly, 1990
The study, involving 39 intermediate-grade disabled readers, found that visualization instruction plus pictorial display, in which subjects were instructed to make pictures in their minds and were shown a pictorial display that illustrated the temporal-spatial sequence of the reading text, was particularly effective in facilitating subjects'…
Descriptors: Imagery, Instructional Effectiveness, Intermediate Grades, Learning Strategies
Kondo-Brown, Kimi – Language Learning, 2006
This study investigates advanced Japanese language learners' abilities to infer unknown "kanji" (Chinese character )words while reading authentic Japanese texts. Data obtained from 42 English L1 students indicate that, first, although they can guess the meanings of unknown "kanji" words in context, they frequently make erroneous guesses or fail to…
Descriptors: Japanese, Second Language Learning, English, Native Speakers
Alliance for Excellent Education, 2004
Literacy is often broadly defined as the ability to read, write, speak, listen, and think critically. Young people need to develop strong literacy skills to communicate effectively, gain respect from peers and authority, participate in their communities in a meaningful way, and fully contribute to society. Building literacy, therefore, goes far…
Descriptors: Reading Comprehension, Learning Strategies, Reading Ability, Literacy

Rahman, Taslima; Bisanz, Gay L. – Journal of Educational Psychology, 1986
The differences between good and poor readers using story schema in recall and reconstruction tasks was examined. Results showed that good and poor readers could use a story schema when the story followed canonical format. Conclusions supported the view that poor readers perform quite differently from younger normal children. (Author/JAZ)
Descriptors: Cognitive Processes, Cues, Grade 6, Intermediate Grades

Spring, Carl – Instructional Science, 1985
Describes a study that factor analyzed questionnaire data and compared factor scores of good and poor college-level readers to determine the text-learning strategies of each group. Results, which indicate poor readers rely heavily on study strategies without an understanding of the text to be studied, have implications for remedial reading…
Descriptors: College Freshmen, Factor Analysis, Higher Education, Learning Strategies
Souvignier, Elmar; Mokhlesgerami, Judith – Learning and Instruction, 2006
Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…
Descriptors: Learning Strategies, Reading Comprehension, Reading Strategies, Program Implementation
Kondo-Brown, Kimi – Reading in a Foreign Language, 2006
This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and "kanji" knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and "kanji" knowledge have direct associations with…
Descriptors: Second Language Learning, Reading Comprehension, Reading Ability, Reading Processes
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