Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students' prior abilities. N = 304 primary school students were randomly assigned to…

Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus…

This article explores the potential for using a modified dictogloss task to improve ESL learners' use of genre-appropriate conventions and genre-appropriate style in the context of genre-based instruction for writing. Dictogloss has been traditionally used to enhance learners' focus on lexical and grammatical features through discussions during…

This study aims to determine the effectiveness of Fry readability-based digital storybooks on reading comprehension skills among elementary school students. The method used in this study was an experimental research design with a pretest-posttest control group design to measure students' reading comprehension skills. The sample of this study was…

With the aim of investigating effective approaches to extensive reading in Thailand, this study examined the vocabulary uptake and retention rate from reading 350 headwords graded reader. To determine the effects of reading a graded reader on students' vocabulary knowledge and retention, 20 words within four bands of different frequencies of…

Studies on graded readers used in extensive reading have tended to focus on vocabulary. This study set out to investigate the linguistic profile of graded readers, taking into account both grammar and lexis. A corpus of 90 readers were tagged according to the variables in Biber's Multidimensional (MD) analysis, using the Multidimensional Analysis…

In the present article, we examined the effect of the reading medium and the reading time-frame on text processing, metacognitive monitoring of comprehension, and comprehension outcomes. The eye movements of 116 undergraduates were recorded while they read three texts in print and three texts on a tablet under self-paced reading time or under time…

Reading is one of the most important skills that students learn in elementary school. The problem addressed in this study is the decrease in proficiency of reading comprehension when primary grade students are assessed using a digital device to read and respond to instead of reading a text from a paper-based test. The purpose of this study is to…

This study examined the effect of the reading environment, i.e., documents presentation and possibility of text-highlighting, on readers' integrated understanding, as well as the interplay between the reading environment and overt reading processes (i.e., online integrative processes) in forming intertextual connections. University students (N…

With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university…

Typical print formatting provides no information regarding the linguistic features of a text, although texts vary considerably with respect to grammatical complexity and readability. Complex texts may be particularly challenging for individuals with weak language knowledge, such as English language learners. This paper investigates the usefulness…

The aim of this experiment was to investigate how glossing influences second language (L2) reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty…

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 action research study focused on establishing a professional learning community of secondary special educators to explore authentic meaning-based reading experiences with struggling readers. The term meaning-based reading experience encompasses both holistic reading evaluations in the form of miscue analysis, and more meaning-focused strategy…

Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…