Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower-proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions…

Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…

Reading is a very complex task in which readers obtain information to promote reading from not only the fixated word located in the foveal area but also non-fixated words located in the parafoveal area. We aimed to investigate the second language (L2) parafoveal orthographic (letter identity and letter position) processing mechanism adopting the…

Metacognitive reading strategies are to facilitate the reading processes of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can acquire these cognitive processes, children with learning disabilities (LD) have difficulties. They also have…

Millions of users write and read freely accessible texts every day on online literary platforms (OLPs). Intra-platform surveys aside, only very few studies have considered the demographics of digital readers and authors. Our exploratory study of avid OLP users helps to close this research gap. We requested an international sample of OLP users (13…

This action research study focused on establishing a professional learning community of secondary special educators to explore authentic meaning-based reading experiences with struggling readers. The term meaning-based reading experience encompasses both holistic reading evaluations in the form of miscue analysis, and more meaning-focused strategy…

Some words in English are derived words, i.e., words with an affix that changes their part of speech, like know "(v)" [right arrow] "knowable (adj)," or meaning, like "pleasant (adj)" [right arrow] "unpleasant (adj)." As a reading teacher, Tom Cobb had always believed that derived words were not particularly…

The present study scrutinized Iranian EFL learners' mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test…

Extensive reading is an approach to language learning that encourages learners to read a large quantity of easy reading material. A substantial body of research confirms the effectiveness of this approach for developing proficiency in both first (L1) and second (L2) languages. This paper explains what extensive reading is, why it is important, and…

This mixed-methods study investigated the impact of musical lyrics and working memory capacities on second language (L2) English reading comprehension among adult Chinese native speakers. Participants were 57 adult ESL learners with advanced L2 proficiency, divided into high and low working memory capacity groups based on a pre-test. They…

Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading…

This article investigates the connection between multilingual experiences and creative metaphoric competence. As multilingualism has been shown to bring cognitive advantages in creative thinking, this article explores whether the ability to interpret creative metaphors differs in participants with less versus more multilingual experience. The…

Educators responsible for creating an introduction to religions course often struggle to design a syllabus that does not reinforce a world religions paradigm (WRP). This article offers an inquiry-driven course model for teaching about religion that guides students through a process for reading, contextualizing, and critiquing WRP-based information…

The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are…

Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students' in-the-moment reading behaviors. Reader's standards of coherence, motivation, and reading strategies were hypothesized to relate to children's reading behaviors, such as time reading pages,…