The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using…

This study investigated the effectiveness of providing L1 explicit information (EI) with practice for making more accurate and faster interpretations of L2 French "Imparfait" (IMP). Two treatments were investigated: (a) "L2-only," providing EI about the L2 with L2 interpretation practice, and (b) "L2+L1," providing…

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of…

Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001-2002 and 2011-2012. The current study explored instructional…

This functional magnetic resonance imaging study examined the neural correlates of coherence-break detection during reading in the context of a contradiction paradigm. Young adults (N = 31, ages 19-27) read short narratives (half contained a break in coherence) that were presented sentence by sentence in a self-paced, slow event-related design.…

A systematic review of research on oral language assessments for four-to-eight-year- old children was undertaken to support a six-year action research project aimed toward co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Through an extensive screening process, 10 studies were…

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved…

Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…

This study investigated the effects of a mental simulation training targeted at improving children's reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n = 51)…

Learning in general education contexts enhances access to general curriculum content for students with disabilities. However, few intervention studies focused on general education content have been conducted in general education settings. The current study provides preliminary evidence of the effectiveness of a literacy intervention using…

Many students with a history of speech or language impairment have an elevated risk of reading difficulty. Specific subgroups of these students remain at risk of reading problems even after clinical manifestations of a speech or language disorder have diminished. These students may require reading intervention within a general education system of…

This study investigated the relationship between listening comprehension and reading comprehension to determine if environmental factors might be contributing to a possible change in the equalization age for these two comprehension modalities from what was theorized by Thomas Sticht. The study employed a counterbalanced design to measure the…

The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…

The Common Core State Standards (CCSS) require students to read and comprehend complex content texts. They specify three dimensions of a text that simultaneously contribute to text complexity across the curriculum: qualitative dimensions, quantitative dimensions, and reader and task considerations. In literacy instruction, recognizing and…

Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are…