A growing number of studies have focused on uncovering linguistic and cognitive skills predictive of reading comprehension. Vocabulary knowledge (VK) and morphological awareness (MA) are two important linguistic variables for reading comprehension. In contrast, working memory (WM) is an essential cognitive variable for reading comprehension. The…

Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind -- ToM; executive functions -- EF; and central coherence -- CC.…

With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening…

Early childhood education is essential for students' long-term academic success. From laying the groundwork for algebraic thinking in kindergarten to developing math fluency through problem-solving and strengthening reading comprehension through knowledge building, these articles offer valuable perspectives. Discover the importance of phonemic…

The purpose of this study was to identify experiences gained from acculturating into the Italian food culture by American university students studying abroad in Italy. The Socio-Ecological Model (SEM) guided focus group discussions with students during the fall of 2022. A total of five groups with 29 students participated. The primary influence on…

Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time-ordered links are little known. This study examined the interplays of MA and reading skills using a continuous-time modeling approach to three waves of two-year longitudinal data from…

Multiple studies have demonstrated a positive effect of having students read books or passages that represent an instructional level of 93%-97% known words, but little is known about the potential theoretical underpinnings of those findings. The current study examined the relationship between instructional level and Csikszentmihalyi's Flow Theory,…

Purpose: This study examines undergraduates' perceptions of the effectiveness of two metacognitive monitoring strategies, active comprehension monitoring (ACM) and audible elaborative rehearsal (AER), for gaining specialized vocabulary and concept (SVC) knowledge in communication sciences and disorders. Method: The participants were 64…

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…