The current study focused on the required Grade 4 reading textbooks published by Mainland China's People's Education Press. Using the construction-integration model (C-I; Kintsch in Psychol Rev 95:163-182, 1988; Discourse Process 39:125-112, 2005) as the theoretical framework, we analyzed the texts and activities in the textbooks on the following…

The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of…

Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature.…

Research Experiences for Undergraduate (REU) programs often introduce students to scientific research and STEM career possibilities. However, the program impact on students and their research skill development is not well understood. In a case study with 10 REU students, the authors used eye-tracking and self-report data to determine student…

This study examined the effect of the reading environment, i.e., documents presentation and possibility of text-highlighting, on readers' integrated understanding, as well as the interplay between the reading environment and overt reading processes (i.e., online integrative processes) in forming intertextual connections. University students (N…

Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and…

Text summarization is an effective reading comprehension strategy. However, summary evaluation is complex and must account for various factors including the summary and the reference text. This study examines a corpus of approximately 3,000 summaries based on 87 reference texts, with each summary being manually scored on a 4-point Likert scale.…

This aim of this study is on the learners' reading skills under the implementation of interactive scaffolding collaborative learning approach (ISCLA). This study provides ample evidence on how pedagogical innovation may serve as a steppingstone to ameliorate students' poor reading comprehension, attitude, and engagement. The goal of this action…

Reading comprehension assessments often vary from one measure to another related to the response format required, passage length and other variables. Yet, these measures purport to assess the same skill of reading comprehension, and they are often used interchangeably. Over the last decade some reading researchers have raised concerns that the…

This study aimed to analyze the lack of emotional intelligence in school-age children and how it affected them socially and academically in the school setting. Students with low EI could not recognize their emotions and how to deal with them properly, which caused social skill delays and low academic performance. The participants in the study were…

A limited body of research exists that considers reading teachers' perceptions and attitudes about a dialogic approach to teaching (Dunn, 2018). The purpose of this qualitative research study was to investigate elementary reading teachers' perceptions and attitudes about a dialogic approach to teaching. Sociocultural Theory was the framework that…

While the conceptual link between teachers' knowledge of reading-related concepts and student reading outcomes is widely acknowledged in the field, few studies have empirically examined this correlation, especially regarding student reading comprehension. Thus, the present dissertation study aimed to investigate teachers' knowledge of reading…

Educators often inquire about the readability of books and other documents used in the classroom, with the idea that readability supports students' reading comprehension and growth. Documents used in classrooms tend to be language-based, so readability metrics have long focused on the complexity of language. However, such metrics are unsuitable…

This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students' reading gains examined. The results show that the lesson types seem to reflect learner…

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading…