This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used…

The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…

Adolescents' motivation is a critical factor for reading success. The lack of motivation adversely affects adolescents' abilities to enhance vocabulary and reading comprehension skills as well as developing powerful reading strategies (Roberts, Torgesen, Boardman, & Scammacca, 2008). Starting in the fourth grade, students' academic…

This article presents the findings of a randomized controlled trial evaluation of the effects of a revised version of the volunteer mentoring programme, "Time to Read." Participating children received two 30-minute mentoring sessions per week from volunteer mentors who carried out paired reading activities with the children. The current…

This study investigated a Tier 2 intervention in the context of a response-to-intervention (RTI) model for 123 fourth-grade students identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24-session multicomponent supplemental intervention targeting fluency and expository…

This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

This study examines the effects of topic interest on the vocabulary learning and retention in third grade students with and without learning disabilities. All students learned 12 unfamiliar vocabulary words in three different vocabulary learning conditions: High-interest topic vocabulary, low-interest topic vocabulary, and vocabulary words without…

This study used a mixed measures design to explore the impact of a specific set of graphic organizers, Thinking Maps, on the reading comprehension achievement of students over a two-year period, and further analyzed the impact on the reading achievement of students when compared by socio-economic status, ethnicity, gender, and Limited English…

America's public schools have faced challenges in educating students, particularly those identified as at risk. According to the No Child Left Behind Act, nearly 70% of 4th grade students are unable to perform on a basic level on national reading tests. The research problem in this study addressed the significance of guided reading instruction,…

The purpose of this research was to examine the effectiveness of teaching fifth grade students with reading difficulties a genre-specific strategy for summarizing and critically analyzing written arguments. In addition, this research explored whether learning this particular reading strategy informed the students' ability to write effective and…

Textbooks are the primary mediator of learning in academic settings. As students progress from elementary school to middle and high school, the need to read textbooks becomes ever more critical. Reading instruction has not, until recently, even begun to take this reality into account (Kamil, Lane, & Nicolls, 2004). Rather, reading instruction has…

The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of…

The present study examined how proofreading and reading-for-comprehension instructions influence eye movements during reading. Thirty-seven participants silently read sentences containing compound words as target words while their eye movements were being recorded. We manipulated word length and frequency to examine how task instructions influence…

When reading traditional texts printed on paper, students start reading from the top left-hand corner and finish at the bottom right-hand corner. Their eyes move in a straight line, which is a linear activity. However, when reading hypertexts, students can click a hyperlink to find out certain information. As they click the various hyperlinks,…