Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford's (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and…

The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This…

Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…

Interpreting the image-language interface in multimodal texts is now well recognized as a crucial aspect of reading comprehension in a number of official school syllabi such as the recently published Australian Curriculum: English (ACE). This article outlines the relevant expected student learning outcomes in this curriculum and draws attention to…

This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners' interactional behaviors and language development in this unique and pedagogically powerful…

This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault's (1988c)…

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Historically, comics have been viewed as a "debased or simplified word-based literacy," explains Dale Jacobs, who considers comics to be complex, multimodal texts. Examining Ted Naifeh's "Polly and the Pirates," Jacobs shows how comics can engage students in multiple literacies, furthering meaning-making practices in the classroom and beyond.

Compares and contrasts three reading comprehension taxonomies and discusses possible uses. (MKM)

Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

Develops the viewpoint that the obstacles confronting the disabled reader have parallels in many of the problems the young child faces in learning to read. Discusses reading as passive behavior, teaching strategies, programs designed around the learner's deficits, and limited listening activities to extend syntactic and semantic competence. (FL)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Review of the research on the reading fluency training using repeated reading training procedures offers theoretical explanations for nonfluent reading, descriptions of repeated reading methods, outcome data organized as answers to practical questions, efficacy data on single word and phrase fluency training, general principles of fluency training…