Texts appear as the highest level units in language teaching. Textlinguistics researchers have put forward the thesis that the largest linguistic unit is the text, not the sentence. The main purpose of this research is to determine the effect of using textlinguistic analysis method and its ability to aid students in understanding the texts in…

Comprehension substantially benefits from attending to, thinking about, and mentally representing the sources of any presented information. Such processes require mental effort and unfortunately people do not always engage in such activities. The current article presents a nascent, evolving model of discourse comprehension that formalizes…

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention…

We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and…

The current study followed literacy skills development amongst 79 Arabic native speaking pupils from kindergarten to fourth grade. Based on reading comprehension attainments in fourth grade, two groups of skilled and poor readers were identified. Poor readers showed significantly lower performance on measures of phonological and morphological…

Data from a randomized control trial of a multi-component intensive reading intervention were analyzed to determine the proportion of students nonresponsive to intervention and to identify predictors of nonresponse. Participants included 216 first-grade students identified as at-risk for reading difficulties. Response to intervention was…

Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD…

Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback…

To accelerate literacy learning for upper-elementary multilingual children designated as English learners (ML-ELs), teachers need instructional tools that create sustained opportunities for reading and discussing informational texts, examining the language encountered in those texts, and building new content knowledge. To address this need, we…

Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the…

Background: During digital reading on internet-connected devices, students may be exposed to a variety of on-screen distractions. Learning by reading can therefore become a fragmented experience with potentially negative consequences for reading processes and outcomes. Objectives: This study investigated the effects of on-screen distractions, as…

This study examined the impact of the Institute for Multi-Sensory Education's (IMSE) Orton-Gillingham Plus (OG+) program on early literacy outcomes in a Title I school district in Michigan during the 2022-2023 school year. Learning Experience Design (LXD) Research employed a quasi-experimental study design with 397 kindergarten and first-grade…

This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main…

Previous research on the development of second language (L2) reading comprehension among adolescents and adults has looked at the relative importance of students' second language (L2) linguistic skills and home language (L1) reading comprehension skills in the development of L2 reading comprehension, with many studies finding a more important role…

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…