Purpose: Complex features of science texts present idiosyncratic challenges for middle grade readers, especially in a post-Common Core educational world where students' learning is dependent on understanding informational text. The primary aim of this study was to explore how middle school readers process science texts and whether such…

This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension…

This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story…

Describes sentence collecting, an activity in which students do outside reading that may include content area textbooks, and bring to class interesting sentences found in their reading. Maintains that sentence collecting helps to model reading as a dynamic cognitive and social process in which readers participate actively. (SR)

A study analyzed think-aloud protocols to investigate and describe what readers who are developing proficiency do as they read. Subjects, three sixth-grade middle-school boys (with grade point averages of 3.0-3.5 on a 4-point scale) from a small West Virginia suburb, read aloud 16 text sections (from one to four sentences in length), thought aloud…