Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly…

Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment…

This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data…

This quantitative study conducted in the ESL program at a large community college investigated the symbiotic relationship between reading and second-language learning from the perspective of the class of post-secondary functional bilinguals sometimes referred to as Generation 1.5. These students are long-term, resident second-language (L2) English…

An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had…

Charter school administrators weathered start-up woes, among them challenging students with unmet needs, verbal assaults, dwindling student enrollment, and a first-year budget deficit exceeding $200,000 to implement a reading improvement strategy that holds promise for helping at-risk students read better, a point particularly underscored…

This study compared the instructional effectiveness and efficiency of three word-reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a…

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

An accurate cognitive and demographic profile of adults with low reading skills and a credible diagnostic tool have yet to be developed. It is not yet known whether those who learn to read as adults can use automatic processes or must develop metacognitive strategies. (SK)

Investigates how nonproficient college readers monitor their comprehension of difficult expository text. Describes reading behavior as follows: as a global description of word-related, sentence-related, and discourse-related strategies used by nonproficient readers; and as a process description of how readers monitor their comprehension when…

Describes an experimental investigation of how a live metaphor might help readers connect an old idea with a new concept, thereby adding new information to an existing base of knowledge. Finds that the use of metaphors may generate a meaningful learning experience for less able readers at the university level. (MG)

Discusses a learning strategy, employing imaginal processes and verbal mediations procedures, designed to improve reading comprehension in 24 learning disabled students. Indicates significant gains and improvement in reading comprehension over a 15 week treatment period. (MM)

Notes that less skilled readers have difficulty suppressing active, but irrelevant, information during comprehension. Investigates whether the mechanism responsible for suppressing the inappropriate meaning of a word is an automatic process or a strategic, controlled one. Finds that less skilled readers may have difficulty executing a strategic…