Examining the impact of reading instruction on writing can help to refine the theoretical models to better explain how skills in reading support skills in writing and inform the development of literacy curricula that leverage the synergies between reading and writing instruction. Therefore, the purposes of this study are to investigate if the…

Solving a math word problem (MWP) requires understanding the mathematical components of the problem and an ability to decode the text. For some students, lower reading comprehension skills may make engagement with the mathematical content more difficult. Readability formulas (e.g., Flesch Reading Ease) are frequently used to assess reading…

This study explores the underlying component reading skills that explain reading comprehension challenges faced by learners in multilingual settings who are instructed in a language in which they may or may not have oral language proficiency. Using data collected in the Philippines, Rwanda, and Kenya, we apply a two-step latent class analysis to…

The Common European Framework of Reference for Languages (CEFR) is widely used in the design of curricula and materials for Teaching Turkish as a Second Language (TTSL), yet concerns remain about the consistency of text difficulty across CEFR-labeled materials. This study examined 31 B1-level international learners of Turkish as they read four…

In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However,…

Emoji are commonly used in social media to convey affects, emotions, and attitudes. While popular in social media, their use in educational contexts has been sparsely studied even though emoji can be a natural way for students to express what they are feeling about the learning material. This paper studies how students use instructor-selected…

Background: Research has demonstrated that distinct oral language skills contribute unique variance to text comprehension in students from second grade onward. This study examined these relationships for kindergarten students whose comprehension is often assumed to be determined by word decoding skills. Method: Eighty-eight kindergarten students…

Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect's magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions…

Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative…

Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation…

Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a "narrative effect" on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article,…

Although the focus in the early grades is often on teaching young children how to read, the ultimate goal of reading is to understand the text--whether to learn new information or simply enjoy a story. Building the groundwork needed for this understanding starts right from the beginning of life--and it's essential from the beginning of school.…

The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only…

Executive functions have both direct and indirect effects on reading comprehension. Previous studies have shown that people with hearing loss (HL) perform poorly on executive functions and reading comprehension tasks. This scoping review explored the current state of the literature relating executive function and reading comprehension in children…

This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22-47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to…