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…

If children fail to understand test instructions, measurements of their competence may be unfair and invalid. This is especially relevant for students with special educational needs (SEN) because they face greater challenges in comprehending instructions. Two interventions were designed to facilitate the comprehension of test requirements by…

The present study intended to integrate some 21st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high…

Seventy-five percent of third grade students who are at-risk will continue to struggle with reading through the years into adulthood, never to recover their potential reading development. Once less-skilled third grade readers reach ninth grade, one in six students are four times more likely to leave high school before receiving a diploma than…

This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill…

The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students' reading comprehension, motivation for learning, and self-efficacy perceptions. The research took place in three urban schools in the northeast United States in the winter of 2016. The study's quasi-experimental design…

This article describes evidence-based practices that beginning special education teachers can readily implement in special or general education settings that promote reading and content outcomes for students with disabilities as well as general education students. We describe two approaches: (a) Promoting Adolescents' Comprehension of Text (PACT),…

This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project…

Reading comprehension is an essential skill for success in school and post-school life. However, despite the importance of this skill, a considerable number of students in the U.S. have shown difficulties in reading comprehension. According to the 2015 National Assessment of Educational Progress (NAEP) of the National Center for Education…

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading…

Relevance Theory from the perspective of cognitive psychology argues that human communication is an ostensive-inferential process, and emphasizes the function of the optimal relevance for communication. In this sense, reading comprehension could be considered as a kind of communication in which the writer manifests his/her communication intention…