As students read scientific texts created in generative artificial intelligence (GenAI) tools, they need to draw on their epistemic knowledge of GenAI as well as that of science. However, only a few research discussed multimodality as a methodological approach in characterising students' ideas of GenAI-science epistemic reading. This study…

Strategies in reading are viewed as essential tools needed to increase comprehension and learning from text. Especially in large-scale assessments, reliable and economic measures of reading strategies are needed which are valid to assess the strategy-performance relation. Questionnaire-based self-report measures are very popular but often fail to…

This quantitative study endeavored to compare a new strategy of making irrelevant information less salient with a common reading strategy of highlighting to determine which would best aid students in making connections within and between multiple texts. Participants were 60 high school students, ranging in age from 14-17 years old. The adolescents…

Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…

Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…

Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data…

Previous research has evidenced a strong positive relationship between leisure print reading habits and reading comprehension across the lifespan. The rapid evolution of new forms of leisure digital reading could modify such a relationship. This meta-analysis extends previous research by analyzing the relationship between leisure digital reading…

In this exploratory case study, the authors employed an "interpretive communities" lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers…

Awareness of vocabulary learning strategies has been identified as crucial in supporting learners' vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make…

The aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors' previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one…

Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from "tutoring" to "mentoring" to also describe the…

This study investigates the impact of narrative and informative texts on Arabic reading comprehension in the context of Islamic education. Arabic proficiency is crucial for understanding Islamic teachings, yet the differential effects of narrative and informative texts on comprehension have not been extensively explored. While narrative texts…

This study examines how the genre of input text influences Chinese young EFL learners' performance on continuation tasks. Participants were 30 students in Grade 9 and repeated-measures design was adopted to compare their performance on narrative and argumentative continuation tasks, in terms of writing quality, CAF indicators as well as alignment.…

The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think…

The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think…