The article explores the relationship between intrinsic and extrinsic reading motivation, reading amount and the comprehension of narrative and expository texts in lower secondary school students. In addition, we intended to verify the effect on these variables of an educational programme, the writing and reading workshop (WRW), aimed at promoting…

Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…

This position statement affirms the need to develop accessible and effective reading pedagogies in college writing classrooms so that students can engage more deeply in all of their courses and develop the reading abilities that will be essential to their success in college, in their careers, and for their participation in a democratic society.…

This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.

Content area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided,…

In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of…

What to assign students to read in a literature course--or a writing course for that matter--is one of the core questions that faces those who teach English. This article imagines that the world itself is a text, and to teach students to become critically literate in the classroom has important consequences beyond it, arguing that English teachers…

This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-time day education using an auditory-oral approach for children with hearing loss. The study focuses on a child with profound hearing loss who started…

This dissertation focuses on a study of reading-into-writing strategies employed by students in two sections of first-year-composition (FYC) that were paired with a support course as part of an accelerated learning program (ALP) at a community college. Each FYC course was comprised of 11 students whom the college had deemed college-ready without…

The lack of time available to adequately teach everything expected throughout the days and weeks in a school year is a major concern for many elementary teachers. The heavy focus on reading, writing, and mathematics leaves little time for science and social studies instruction. However, science is an integral part of preparation for college and…

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them…

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them…

Literacy improves lives--and with the right instruction and supports, "all students" can learn to read and write. That is the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom…

Intelligent tutoring systems for ill-defined domains, such as reading and writing, are critically needed, yet uncommon. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) use natural language processing (NLP) to assess learners' written (i.e., typed) responses and provide immediate,…