Background: Reading comprehension is an interactive process. Yet, instructional needs are usually identified with isolated componential tests. This study examined whether a dynamic approach, in which componential abilities are measured within the same text and global text comprehension is facilitated via feedback, can help in understanding…

Emotion vocabulary development is a skill that can be targeted in preschools using shared book reading. The purpose of this study was to examine the effects of a shared book reading intervention on the development of preschool children's emotional vocabulary. Five typically developing 4-year-old children participated in the study. A single-case…

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…

Conceptual knowledge goal (CKG) is a typical component of outcome-based learning. However, the contribution of CKG to poor readers' reading comprehension development remains unclear. Following the suggestion of the Simple View of Reading theory for the poor reader category, the current study recruited 90 poor decoders (PD), 76 poor comprehenders…

Children's idiom comprehension is an important aspect of language development. Idioms have both literal and figurative meanings, and there are often great differences between literal meaning and figurative meaning, which brings great difficulties to children's accurate understanding of idioms. As a kind of underlying language ability,…

Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis…

The purpose of this paper is to (a) establish whether meaning recall and meaning recognition item formats test psychometrically distinct constructs of vocabulary knowledge which measure separate skills, and, if so, (b) determine whether each construct possesses unique properties predictive of L2 reading proficiency. Factor analyses and…

Lexical ability, an umbrella term to cover various knowledge and skills pertaining to words in print, is a key component in reading comprehension. Little is known how different facets of lexical ability jointly contribute to L2 reading comprehension and how the contributions may differ between higher- and lower-proficiency L2 learners. This study,…

Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking…

Vocabulary knowledge is one of the most important elements of reading comprehension. Text coverage is the proportion of known words in a given text. We hypothesize that text comprehension increases exponentially with text coverage due to network effects and activation of prior knowledge. In addition, the lexical threshold hypothesis states that…

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…

The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in…

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…

Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has…