This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students' comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main…

Studies show only 20 to 40 percent of students read assigned texts and are prepared for class discussions. To address this issue we created the "3-2-1 Reading Assignment," in which students engage in critical reading and deep learning by providing "three" points that summarize the text, "two" points that analyze it,…

People need to critically comprehend information across multiple sources that express contradictory viewpoints to make decisions on relevant everyday-life issues and participate in the democratic discourse. However, the processing of multiple documents depends on readers' prior beliefs. The present study investigated the moderating effect of…

This study was conducted to evaluate a potential new way of assessing reading comprehension at the college level in Afghanistan. In this study, synthesis writing is evaluated to determine if reading-writing integration can help in assessing the reading comprehension of Afghan sophomore students. Furthermore, a gap-filling activity was used to…

In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language…

In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language…

Students face challenging texts and concepts across the disciplines in higher education, and many students lack the reading skills and strategies to make sense of them. The aim of the small study described in this article was to explore the benefits, if any, of the difficulty paper, a written formative assessment that asks students to explore…

To understand complex disciplinary texts, students need to possess a rich store of background knowledge. But what happens if students don't have that knowledge? In this article, Doug Buehl explores frontloading strategies that can bridge the gap between what students know and what they need to know to comprehend a disciplinary text. He outlines…

In this study, integration, or students' connection formation across texts, was examined across two tasks: when undergraduates were asked to complete a writing assignment and a novel, diagram construction task. While the writing assignment asked students to compose an argument based on multiple texts, the diagram construction task asked students…

The phenomenological case study aimed to unearth the reasons that influence university students to plagiarize assignments. 67 participants were selected for semi-structured interviews, from the Faculty of Education of a public university, located in Karachi, Pakistan. The obtained data were analyzed through thematic analysis. Findings uncovered…

This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due…

A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners' knowledge, motivation, strategic behaviors, and skills. This study tested this proposition at two time points (Fall and Spring) with 179 fifth-grade students (52% were girls), examining if…

This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n = 175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs,…

Part of helping students learn to read critically and with comprehension is guiding them to use writing to help think through the content and clarify what they understand--or don't. Looking at students' writing also helps teachers see how much learners are really understanding in their reading and where exactly any learner is struggling. After…

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific…