Awareness of vocabulary learning strategies has been identified as crucial in supporting learners' vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make…

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students…

Organic chemistry is a class well known to be difficult and necessary for many careers in the sciences, and as a result, has garnered interest in researching ways to improve student learning and comprehension. One potential way involves using eye tracking techniques to understand how students visually examine questions. Organic chemistry involves…

Purpose: The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies. Design/methodology/approach: A study was conducted based on the comparison of…

With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university…

General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English-speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students' knowledge…

General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English-speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students' knowledge…

The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency,…

Writers and literature enjoy a prominent position in the culture and society of the German-speaking world. Today, German-speaking authors actively cultivate an online presence through publishers' websites, personal webpages, blogs, and online forums. In this way, the Internet has transformed the literary reading experience of yore into a…

What can eye movements reveal about reading, a complex skill ubiquitous in everyday life? Research suggests that gaze can reflect short-term comprehension for facts, but it is unknown whether it can measure long-term, deep comprehension. We tracked gaze while 147 participants read long, connected, informative texts and completed assessments of…

Compelling and interesting introductions are considered an important way of fostering reader engagement with expository-text content. But only a handful of projects have examined this prescriptive advice. In three experiments, we examined the effects of two different genres of introductions--narrative and expository--on comprehension and memory…

We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students' reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our…

Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the…

While the benefits of form-focused instruction (FFI) for grammar and general vocabulary are well-documented, research on its impact on L2 academic vocabulary acquisition remains limited. This study examines the effects of focus-on-form (FonF) and focus-on-forms (FonFs) activities on learning both general and academic vocabulary in Korean EFL…

Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…