Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students' metacognitive awareness of reading strategies? (2) Are there any significant…

English learners' (ELs) day-to-day experiences in school change when reclassified as fully English proficient. Prior research, however, is mixed on how reclassification influences outcomes. Many studies also do not or cannot explore key long-term outcomes or identify impacts over time. In this study I leverage longitudinal student data in a…

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However,…

This paper reports findings from the study that assessed the first year Indian ESL students' awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the…

This project determines the extent to which similarity of teacher and student structuring of class materials is related to student performance on tests covering the materials. Information about how student and teacher structure the materials was obtained through a matching test. During the second stage of the project, three alternative procedures…