This joint NESET-EENEE analytical report is based on a detailed literature review of the most recent European and international research on effective approaches to the teaching of literacy, highlighting practices that have been properly evaluated and are supported by evidence of impact. Interest in this subject comes in the light of PISA 2022…

Despite ongoing efforts to reform schools, the longstanding racial/ethnic achievement gap still persists, particularly for boys of color; in many cases, the gap is widening, particularly for students transitioning from elementary to middle school. The focus of this study was to examine the impact of effective instructional practices for struggling…

An inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers was tested. Method Students in Grades 6 to 8 (n = 145; 53.8% female; 71% White; 24% Black) who failed their state literacy test, were randomly assigned to tutor-led, computerized, or business-as-usual [BaU] interventions. Results The…

Research has documented that socio-economically disadvantaged students (SEDSs) lag behind in reading when compared with their counterparts from privileged backgrounds. Although well-designed instructional interventions could improve students' reading achievement, what is still unknown is which pedagogical approach could improve the reading of…

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the…

The aim of this study is to compare how well students who learn the Venn diagram technique and those who learn Know, Want, Learn (KWL) chart method perform in terms of their reading comprehension. This study measured pre- and post-test performance using a quantitative research method and comparative design. 64 Grade X students from Lembang in…

Background: Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the…

The current study examines the effects of the sociocultural context of primary school reading among Arabic- and English-speaking students in the UAE. Using a sample of 16,391 fourth graders (English: n = 10,507; Arabic: n = 5,884) from the 2016 Process in International Reading Literacy Study (PIRLS), results revealed that while early language…

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the…

In this article, the authors describe some recent research on Readers Theater in the elementary classroom that examined gender differences and achievement. In one particular study, boys who participated in Readers Theater significantly outperformed their peers in reading comprehension. Elementary school boys reported enjoying Readers Theater…

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…

Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these…

Direct instruction is required in the use of different comprehension skills in order to advance students' ability to independently comprehend texts. Being able to make connections is an important reading comprehension strategy which allows students make meaning of what they are reading. The aim of the current study was to investigate the…

One of the difficulties bilingual primary school students in Turkey face in acquiring a second language (Turkish) is reading skills. Bilingual students who cannot read the second language texts fluency for various reasons cannot understand what they read. Reading turns from being a temptation to a challenge for bilingual learners. In such cases,…

Phonological awareness has been found to be an important skill underpinning reading development in several alphabetic languages. However, the development of phonological awareness and its relationship to reading development can be influenced by the nature of the language under investigation. While understanding this relationship in Thai language…