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Direct linkTakshak Desai – ProQuest LLC, 2021
Reading comprehension can be analyzed from three points of view: Semantics, Assessment, and Cognition. Here, Semantics refers to the task of identifying discourse relations in text. Assessment involves utilizing these relations to obtain meaningful question-answer pairs. Cognition means categorizing questions according to their difficulty or…
Descriptors: Reading Comprehension, Semantics, Questioning Techniques, Language Processing
Michele Timmons – ProQuest LLC, 2021
The vocabulary deficit shown by English Learners (ELs) has become evident among many educators over decades of research (Becker, 1977; Biemiller, 2001; Chall, Jacobs, & Baldwin, 1990; Hart & Riseley, 2003), and has shown that a student's limited vocabulary becomes a "major barrier to school success" (Graves, 2005, p. 18).…
Descriptors: Vocabulary Development, Reading Strategies, Reading Comprehension, English Learners
Marielle Ojentis – ProQuest LLC, 2021
Year after year, English language learners are increasing at the Kenmakabi School District, mainly because of Hispanic and Haitian families who have settled in the township. Unfortunately, as this population continues to increase, so is the reading gap between them and their monolingual counterparts. Consequently, approximately seven years ago,…
Descriptors: Kindergarten, Grade 1, Grade 2, Haitians
Peer reviewedNoam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Jessica Williams; Thomastine Sarchet; Dawn Walton – Communication Disorders Quarterly, 2024
More U.S. community college students are enrolling without the requisite reading skills to be successful. Deaf and hard of hearing (DHH) students are following a similar pattern with a little less than half requiring remedial instruction when entering college. College-age readers were the first population that we studied to learn about reading and…
Descriptors: Community College Students, College Freshmen, Deafness, Hearing Impairments
Chen-Chen Liu; Yu Guo; Gwo-Jen Hwang; Yun-Fang Tu; Zhiqiang Wang – Interactive Learning Environments, 2024
Reading comprehension is critical and challenging for the English learning process. EFL (English as Foreign Language) learners often do not understand the meaning of the text due to the lack of an authentic learning context. This easily leads learners to read literally without deeply understanding. To address this issue, an article-structure…
Descriptors: Video Technology, Computer Simulation, English (Second Language), Reading Comprehension
John Z. Strong; Blythe E. Anderson – Reading & Writing Quarterly, 2024
The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…
Descriptors: Summer Programs, Reading Achievement, Program Effectiveness, Elementary School Students
Marij A. Veldman; Mariëtte Hingstman; Hester de Boer – School Effectiveness and School Improvement, 2024
Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students' achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams…
Descriptors: Educational Change, Reading Skills, Success, Disadvantaged
Uju I. Nnubia; Franca O. Okechukwu; Philip C. Mefoh; Chidiogo L. Umennuihe; Ezinne J. Nwauzoije; Kalu T. U. Ogba; Ezeda K. Ogbonnaya; Chinenye J. Aliche; Chibundo A. Nwobi; Clara C. Onyekachi; Dorathy N. Okoli; Chioma J. Nnorodi; Esther C. Epistle; Stephen M. Abang; Chidera V. Obi – Journal of Education, 2024
This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results…
Descriptors: Visual Aids, Learning Activities, Cognitive Ability, Skill Development
Jacee Cho – Second Language Research, 2024
Using self-paced reading, the present study compared native English and adult L1-Korean-L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like "Some/All elephants have trunks and ears." Results indicate that native speakers showed online sensitivity (i.e.…
Descriptors: Native Language, Second Language Learning, Adult Learning, Second Language Instruction
Download full textTamara P. Tate; Young-Suk Grace Kim; Penelope Collins; Mark Warschauer; Carol Booth Olson – Written Communication, 2024
This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to…
Descriptors: Gender Differences, Reading Comprehension, Reading Fluency, Essays
Leech, Kathryn A.; Rowe, Meredith L.; Huang, Yi Ting – Journal of Child Language, 2017
Average differences in children's language abilities by socioeconomic status (SES) emerge early in development and predict academic achievement. Previous research has focused on coarse-grained outcome measures such as vocabulary size, but less is known about the extent to which SES differences exist in children's strategies for comprehension and…
Descriptors: Child Language, Syntax, Socioeconomic Status, Reading Comprehension
Zhou, Ji; He, Jia; Lafontaine, Dominique – Assessment in Education: Principles, Policy & Practice, 2020
Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we…
Descriptors: Cross Cultural Studies, Test Validity, Metacognition, International Assessment
Zhang, Tiejun; Zheng, Jiali – New Waves-Educational Research and Development Journal, 2020
The purpose of this study is to investigate the theoretical structure of the Survey of Reading Strategies (SORS) developed for assessing ESL students' use of metacognitive reading strategies. The data for this study were collected from 1,431 Chinese college students whose second language (L2) was English. Both explanatory factor analysis (EFA) and…
Descriptors: Questionnaires, Reading Strategies, Second Language Learning, English (Second Language)
Hattan, Courtney – Reading Psychology, 2020
Relational reasoning [RR] is the ability to derive meaningful patterns within any information stream. Further, RR can be used as a knowledge activation technique before and during reading, guiding students to notice when their prior understandings are similar to, different from, or in conflict with the text at hand. The purpose of the current…
Descriptors: Cues, Middle School Students, Reading Comprehension, Instructional Effectiveness
