Several inference types serving distinct purposes are established in the literature on reading comprehension. Despite this highlighting that inference is a non-unitary construct, reading tests tend to treat it as a single ability. Consequently, different tests can assess different inferential abilities. Professionals, knowing what is implicitly…

National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. While online learning has become pervasive in many fields in education, it has been somewhat slow to catch on in K-12 settings. The "Handbook of Research on Emerging…

In light of the present-day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university…

This paper introduces the concept of "reading resilience": students' ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our…

In response to the concern of the need to improve the scientific skills of school children, this study investigated the influence of text design (in terms of text cohesion) and individual differences, with the aim of identifying pathways to improving science education in early secondary school (Key Stage 3). One hundred and four secondary school…

The proficiency dimension of the learning-oriented assessment (LOA) framework addresses the specific linguistic and content knowledge, skills, and abilities (KSAs) possessed by L2 learners -it is the substance, or the "what" of teaching and learning. It raises questions such as: What do learners know? What are they expected to know? What…

School outcomes and good performance in different subjects depends on children's ability to read. Thus teaching children on how to read during early grades is critical in promoting learning to read. More advanced skills acquired in later grades depend on early grade learning, so children who do not acquire these reading skills in their early…

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…

Many students are not prepared to meet the literacy demands of college and career as defined by the Common Core State Standards (2010). Literacy researchers have struggled to define the frequency and type of reading practice necessary to nurture the development of reading ability. The principles of deliberate practice provide a theoretical…

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

Reading ability is comprised of several component processes. In particular, the connection between the visual and verbal systems has been demonstrated to play an important role in the reading process. The present study provides a review of the existing literature on the visual verbal connection as measured by two tasks, rapid serial naming and…

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and…

This study examined the empirical differences between the tendency to omit items and reading ability by applying tree-based item response (IRTree) models to the Japanese data of the Programme for International Student Assessment (PISA) held in 2009. For this purpose, existing IRTree models were expanded to contain predictors and to handle…

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of…