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Sohail, Samira – Journal of Education and Educational Development, 2015
Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or…
Descriptors: Foreign Countries, Undergraduate Students, Graduate Students, College Graduates
Yoo, Monica S. – Journal of Adolescent & Adult Literacy, 2015
This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of…
Descriptors: Literary Genres, Reading Strategies, Reading Comprehension, Metacognition
Maine, Fiona – Literacy, 2013
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter-mental and intra-mental processes of reading,…
Descriptors: Reading Comprehension, Reading Instruction, Reading Strategies, Interpersonal Communication
Protacio, Maria Selena O. – ProQuest LLC, 2013
This study investigates the reading engagement of four middle school English Language Learners (ELLs) in their English or English as a Second Language (ESL) classroom. Engaged readers are those who address the four components of reading engagement--motivation, strategic knowledge, constructing meaning from texts, and social interactions. In this…
Descriptors: Middle School Students, English Language Learners, Reading Motivation, Learner Engagement
Weih, Timothy G. – Online Submission, 2013
This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…
Descriptors: Elementary Education, Elementary School Students, Grade 5, Reading Difficulties
Moransky-Miller, Marlo R. – ProQuest LLC, 2011
The purpose of this study was to explore how three struggling, sixth grade readers experienced an after-school program designed to increase their affective and cognitive reading performance. Research in the areas of vocabulary acquisition, reading strategy development, discussion of text, time spent reading, engagement, and reader self-perception…
Descriptors: Elementary School Students, Grade 6, Reading Difficulties, Special Needs Students
Maloch, Beth – Research in the Teaching of English, 2008
The purpose of this qualitative case study was to examine the uses of informational texts within an ethnically diverse, second grade classroom and how the teacher carefully scaffolded students' developing understandings about these texts. A community of practice theoretical framework was employed to better understand the ways in which…
Descriptors: Reading Comprehension, Difficulty Level, Grade 2, Reading Strategies

Mathison, Carla – Journal of Reading, 1989
Argues that the focus of content area instruction needs to include an emphasis on factors that motivate students to read their textbooks. Presents five strategies to link reader and text: using analogies; relating personal anecdotes; disrupting readers' expectations; challenging readers to resolve a paradox; and introducing novel and conflicting…
Descriptors: Case Studies, Content Area Reading, Reader Text Relationship, Reading Strategies
Sinha, Shobha; Janisch, Carole – 1995
Two theoretical perspectives are woven together to frame an approach to classroom reading instruction. Viewing reading instruction from a literary perspective and a psychological perspective has the potential to help students understand the distinctions between different text types and the various purposes for reading--information, enjoyment, and…
Descriptors: Case Studies, Intermediate Grades, Reader Text Relationship, Reading Instruction

Wright, Judith A. – Voices from the Middle, 1995
Paints a portrait of a students' varied experiences with literature, and explains how the teacher brings the reading process to a conscious level with students and parents to help them appreciate readers' strengths. Intertwines several case studies of students and their awareness (or lack of awareness) of their own reading strategies. (RS)
Descriptors: Case Studies, Classroom Environment, Intermediate Grades, Junior High Schools
Correia, Rosane – English Teaching Forum, 2006
Using a reading lesson designed for advanced university students in Brazil, the author discusses different types of exercises that can help students become more active readers and be more critical about the reading materials. The author distinguishes between passive and active reading tasks and argues that active tasks are more beneficial because…
Descriptors: Foreign Countries, College Students, Critical Reading, Reading Instruction