Purpose: We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a…

Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates' reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy…

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…

The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

Investigates the relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) in grades 1 to 6, and for students who are in the advanced phase of decoding. Finds that the level of reading accuracy of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve…

The present study used latent semantic analysis (LSA) to analyze verbal protocols that were collected while participants read expository passages. In the study, participants were asked to type their thoughts after reading each sentence of 2 scientific texts. The semantic similarity between the protocols and the current sentence and prior causal…

Investigated the influence of reading time and words read per minute on the literal and interpretative comprehension of primary school students in Nigeria. (FL)

The developing relation between children's knowledge about the goals and processes of reading, their skills to apply metacognitive strategies, and reading comprehension was examined. Participants were children in third-, fifth-, and eighth-grades in two primary schools in Rijeka, Croatia. All students were Croatian-speaking. A questionnaire of…

In two experiments, we examined the recent claim (Stewart, Pickering, & Sanford, 2000) that verb-based implicit causality information is used during sentence-final clausal integration only. We did so by looking for mid-sentence reading delays caused by pronouns that are inconsistent with the bias of a preceding implicit causality verb (e.g.,…

To investigate the causes of variation in cloze-comprehension test correlations, a reanalysis was conducted of the influential J.R. Bormuth study (1962), which reported correlations between nine cloze and nine comprehension tests administered to 50 subjects in grades 4, 5, and 6. Two separate renalayses were completed in the present study, the…