People read for many different reasons. These goals affect the cognitive processes and strategies they use during reading. Understanding "how" reading goals exert their effects requires investigation of whether and how they affect specific component processes, such as validation. We investigated the effects of reading goal on text-based…

The present study was based on the Turkish sample in PISA 2009 and PISA 2018. To investigate the effect of both gender and economic, social and cultural status index on reading literacy, the causal mediation effect was utilized in order to test the mediating role of the following variables: enjoyment of reading, the metacognitive strategy of…

The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text,…

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students' critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was…

This study was conducted to identify the kinds and frequencies of comprehension strategies mathematics and psychology students employed while reading specialised and nonspecialised English texts. It also investigated whether the two groups differed in the amount and frequency of using the strategies. Ten graduate students (five majoring in…

This article brings recent debates in literary studies regarding the practice of close reading into conversation with Derek Attridge's idea of "readerly hospitality" (2004) to diagnose the problem of students in undergraduate literary studies programme not completing set reading. We argue that the method of close reading depends on…

Children develop their language when they explore and talk about literary texts. In this study, we explore the design of shared digital reading as a basis for critical reflection on the reading situation in an institutional context with its given opportunities and limitations. We examine six videotaped readings of one specific picture book app,…

This paper challenges the reductive notion of children as "efferent" readers who learn to decode written language in order to "take away" knowledge. This anachronistic idea has become entrenched in current UK curriculum and education policy. However, it is well established that decoding letters and sounds is only one aspect of…

This article is concerned with teachers' engagement with educational research. It presents a subset of data from a larger study, which explored teachers' responses to educational research published in a peer-reviewed journal. In this article, I discuss four ways of reading that the participants employed while addressing the validity and usability…

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…

In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15-20 minutes delivery of the Toe-by-Toe programme (a well established systematic synthetic phonics programme) and the second…

Concerns about the ability of post-secondary students to read scholarly materials are well documented in the literature. A key aspect of reading at the deeper level expected of these students is connecting new information to prior knowledge. This study is based on an activity where students were explicitly required to make such connections as part…

The purpose of this study was to investigate what teachers in a Western Canadian province were doing when engaging their students with literature. Forty two teachers from Kindergarten through to Grade 12 were interviewed, which allowed us to get a broad perspective on the types of reader response activities that are being taught in the classroom…

Despite numerous studies on reading and multimedia comprehension, the usage of text and picture with different reading strategies has rarely become a focus of research. The current study aims to explore whether the usage of text differs from the usage of picture when readers follow different strategies of knowledge acquisition. In a…

Participants performed a letter detection task on a self-generated and on an unfamiliar text to address two questions: Will letter processing differ for self-generated and unfamiliar texts? Is the missing-letter effect immune from text familiarity? The 36 participants were asked to write an essay and then to read it along with an unfamiliar text…