Background: Pedagogical approaches that support young people's well-being and maximize their potential are among the "Journal of School Health" research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. Methods: We, a team of researchers and teachers, implemented biblioguidance…

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering 'textual thinking', understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon…

An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality…

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…

Perceptions about learning to read were studied in 474 second through fifth graders in three elementary schools. The children were asked to respond in writing to a question about what they would say if they were asked to help someone learn to read. Initially, the responses were analyzed qualitatively by identifying themes and categories; further…

This paper looks at two specific problems faced by second-language university students attending courses in English for Academic Purposes: expository texts and reading-to-write tasks. A reading reaction journal (RRJ) can provide a forum for students as they activate a variety of reading strategies when reading expository text and in addition, can…

Students frequently react negatively to the idea that they are going to study Shakespeare, but many teachers get students excited about studying Shakespeare by involving them in their learning. In this article, the author describes how she developed and implemented a plan to engage students in Shakespeare. She set the stage by transforming the…

Drawing on his "crisis of confidence" in reading academic texts as a graduate student, Vacca explains that self-efficacy--a belief in one's ability to succeed--provides the key to struggling readers' ability to comprehend texts outside their comfort zone. Self-efficacy and comprehension are interrelated. If students believe they have a good chance…

Describes an extraordinary experience teaching comprehension strategies to fourth-grade reluctant readers through literature study. Notes how the experience was a fusion of three critical elements: an extraordinary group experience, a text that taught itself, and an instructional model that met the students' needs. (SR)

Suggests that viewing aesthetic reading as a process whereby readers and writers attempt to "make contact" and collaborate in making meaning forces one to adopt research strategies that go beyond measuring reading comprehension, and offers two studies to illustrate these ideas. (JC)

Examines the strategies first grade students use when reading two types of materials--basal and student-authored. Finds that children used more efficient strategies and had better comprehension when reading student-authored stories. (MM)

Interviews with 16 deaf high school students and 9 teachers found that teachers underestimated the extent of students' independent comprehension of 3 types of text. The text perceived to be most difficult by both teachers and students was the most interesting to students (but not teachers) and fostered use of a greater variety of metacognitive…