Lexical coverage, i.e. the extent to which words in a text are known, is considered an important predictor of reading comprehension, with studies suggesting 98% lexical coverage leads to adequate comprehension. However, no studies to date have examined how the various lexical coverage percentages suggested in the literature are reflected by the…

Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down reading when the text is hard to understand) instead of using more complex strategies (e.g. choosing between main and trivial information). The present…

Metacognitive knowledge is essential to vocabulary learning and reading. However, there have been few longitudinal studies investigating how the breadth of vocabulary knowledge mediates the relationship between metacognitive knowledge and reading over time in a foreign language context. This study involved 361 primary school students, who were…

This study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample…

A reader in an EFL situation chooses between two major reading strategies: cognitive and metacognitive. This research study discussed both these strategies from a learner centered approach in order to determine the effectiveness of cognitive and metacognitive strategies in comprehending a reading text and building a good vocabulary. A descriptive…

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same…

Reading and writing have an essential place in the social life of individuals as well as in school learning. In this study, bidirectional relationships between reading and writing skills have been examined after gender and socio-economic level of students have been controlled. The participants in this study were 240 fifth-grade students from 10…

Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression…

Studies of proficient readers have shown that the use of certain strategies (e.g., relating personal background knowledge to text, attending to headings and images, and summarizing) is important for comprehension of challenging texts (Afflerbach, Pearson, & Paris, 2017; Duke et al., 2011; Goldman et al., 2016; Shanahan, Shanahan, &…

In EFL or ESL classrooms there may be those learners labeled as "slow learners" who struggle to concentrate and thus experience failure inevitably. In this study, we deal with dyslexia and inattention (ADHD) because current research suggests behind the slowness of such learners may lie a disorder that can be controlled. We am going to…

Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading…

Using a Chinese Word Associates Test (WAT-C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners' reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs.…

Second language studies have supported the use of glossing for enhancing vocabulary learning. Along with technological developments, an increasing number of studies have examined electronic textual glossing in computer-assisted environments, yet only a small number of studies have compared electronic glossing to its traditional paper counterpart.…

Dictionary use can improve reading comprehension and incidental vocabulary learning. Nevertheless, great extraneous cognitive load imposed by the search process may reduce or even prevent the improvement. With the help of technology, dictionary users can now instantly access the meaning list of a searched word using a mouse click. However, they…