This study employed eyetracking technology to investigate adolescent students' reading processes as they composed and to explore relationships between these reading processes and text quality. A sample of 32 adolescent students composed narrative and expository texts while eyetracking equipment recorded their eye movements. Eye movements upon a…

This article presents a pedagogical framework for interpreting and discussing texts with others, ""havruta" inspired pedagogy." The framework is comprised of three overlapping domains: structures, stance and practices. We illustrate each domain through teachers' words and classroom practices, depicting how teachers in one context work within these…

In preparation for her school's celebration of Martin Luther King Jr.'s birthday, Elizabeth Brown developed an integrated language arts and social studies one-week unit of study on the civil rights movement, where she reinforced reading, writing, and speaking skills. The overarching goals for the five-day lesson on Dr. King's "I Have a…

This study examined how global locus of control influences children's reading engagement or reading involvement and interest in stories. It is based on locus of control, interest, and dual information processing theories. One hundred and seventy students from schools in the northeastern United States, ages 9 to 12, participated. They completed a…

This article draws on ethnographic fieldwork that took place in 2004 in a boys' "hifz" class which met in a north-east London mosque. Drawing on the results of semi-participant observations and semi-structured interviews, the research findings are collated under five themes: the routines and rhythms of the "hifz" class; routes…

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

A Special Issue of the "Journal of Philosophy of Education", 2005, issue 2, contains an interesting "Philosophy of the Teacher" by Nigel Tubbs. It rejects attempts in pedagogical traditions to ignore or avoid the contradiction between the teacher as master and as servant, and ends with an interpretation of "upbuilding", a central concept in Soren…

Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a "Metacognitive Learning Regulation…

Extensive reading is believed to have considerable benefits for learners both in terms of learning gains and motivation and seems to be becoming ever more popular in the ELT world. So far, however, there seems to be almost no integration of extensive reading and textbooks. This article argues that textbooks should be encouraging extensive reading,…

From the original performances of Shakespeare's plays and the illustrated title page of his First Folios, to the current day use of YouTube, mobile phones and tablets, multimodal texts have been apparent across Western cultures. The rapid development over the last 20 years of technology has markedly increased access to a much broader array of…

This study investigated the modes, semiotic resources, and intersemiotic relationships present in the design of multimodal electronic texts. The participants comprised 10 women and 2 men, who were enrolled in a graduate-level course focused on multimodality and who used a virtual poster tool to respond to a classroom assignment. Content analysis…

In this Research Connections column, Editor David Moore interviews Cynthia Greenleaf, Gayle Cribb, and Heather Howlett. Greenleaf codirects the Strategic Literacy Initiative and leads professional development projects in its Reading Apprenticeship instructional framework. Her approach to disciplinary literacy instruction is based on her findings…

One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the…

Children learn to read at approximately the same stage in life as they start to master their physical environment. This article argues that some of the same mapping and schema-building strategies inform each activity, and draws on examples from a broad range of children's books to support the idea that reading fiction and mapping one's local…

This study examined first graders' accuracy and reading rate in highly decodable and qualitatively leveled texts. The study inspected accuracy and rate by different levels of practice (practiced vs. unpracticed) and at different times of the year (October, January, and May). Seventy-four first graders read both leveled and decodable texts with and…