Negated text is a difficult text construction that readers encounter in various forms throughout their lives. Despite a wealth of research on its impact, including potential strategies to improve comprehension, readers maintain poor comprehension when encountering this text construction. Given its large potential impact on reading texts like…

Most of the previous studies focused on lexical and syntactic features in adapted texts while little attention has been paid to the structural complexity from the perspective of the amount of information. In this study, we intend to examine the differences in structural complexity in adapted texts from the perspective of the amount of information…

Here I present 'stories of reading' as a model that takes account of the way an actual reader, together with other readers in a group, reacts to a text as part of an interpretive event. I demonstrate the model through the shared reading and discussion, by a non-academic group of Israeli women, of a Hebrew translation of Samuel Taylor Coleridge's…

The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014-2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and…

We face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is…

This paper contributes to a research program within extensive reading (ER) and "Reading in a Foreign Language" using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through…

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a…

This review integrates literature on cross-disciplinary quantitative and qualitative studies related to children's reading on screen published between January 2016 and September 2017, with a focus on the researchers' epistemological perspectives on knowledge and learning. Johri's (2011) framework of socio-material assemblages, which synthesises…

The science of reading is the latest version of the reading wars brought to national attention by the popular press. Although most of the popular press has focused on phonics and early reading, in this article, we chose to study what happened to the research on reading comprehension. By the beginning of the 21st century, there had emerged a…

Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies.…

During the last 15 years, there have been some efforts to extend the use of eye-tracking to researching reading in complex contexts, such as the reading of multiple documents. The research community involved in this extension has been interested in higher-order comprehension processes occurring in complex reading contexts, such as sourcing,…

In the late 1980s Batia Laufer worked with teachers who believed that to understand a text it was enough to understand 80% of the text's word tokens. In response, Laufer set out to calculate the minimal text coverage, i.e., percentage of running words in a text the reader should understand to comprehend it reasonably well. In 1992, she explored…

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…

The CCSS framework indicates more difficult texts are to be used with students. However, the rationale for increasing text difficulty, decreasing text difficulty, is unsupported by the research that shows texts have been increasing in difficulty for at least 50 years. Oral reading accuracy is a traditional method of estimating text difficulty. For…

One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…