This study used a multiple baseline across participants design to examine the effects of self-monitoring and active responding on the reading comprehension of three high school seniors with learning disabilities and significant attention problems. The self-monitoring intervention required the participants to read a story and stop reading at three…

Concerned about these statistics that only 31% of the eighth-grade students on the NAEP 2007 reading assessment performed on the proficient level or above, a university research team of educators conducted a multiple-case study, creating a collection of snapshots of adolescent students' literacy needs, and compared their needs to the instruction…

First- and second-grade students in two intact multiage classrooms were engaged in three read-aloud sessions with thematically related trade books, each portraying a scientist involved in authentic investigation. One group engaged in discussion of text ideas during reading, whereas the other group engaged in discussion only at the conclusion of…

The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on…

This article explores the role of self-regulation in strategies that readers use to decide the order in which to read the different sections of a hypertext. This study explored 3 main strategies for link selection based on (a) link screen position, (b) link interest, and (c) the semantic relation of a link with the section just read. This study…

Seven experiments using self-paced reading and eyetracking suggest that omitting the middle verb in a double centre embedding leads to easier processing in English but leads to greater difficulty in German. One commonly accepted explanation for the English pattern--based on data from offline acceptability ratings and due to Gibson and Thomas…

Background: Poor comprehenders are children who show significant deficits in their reading comprehension performance, despite average, or above-average word reading ability. To date, there have been no in-depth studies of the mathematical performance profiles of such children. Aims: This study aimed to explore the mathematical profiles of poor…

To promote content literacy, students have to be actively involved. This article focuses on strategies that stimulate student interest by involving them with the content during pre-reading, during-reading and post-reading activities. These processes provide students with optimal opportunities for comprehension. The authors recommend the use of a…

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups--control and…

In urban middle schools, educators find it challenging to meet the literacy needs of the many struggling readers in their classrooms, including language-minority (LM) learners and students from low-income backgrounds. One strategy for improving these students' reading comprehension is to teach essential academic vocabulary in a meaningful,…

The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading…

This article presents a synergistic reading comprehension program to help minority adults from educationally disadvantaged backgrounds improve their reading skills in preparation for academics, standardized testing, and medical school. (Contains 3 tables and 1 figure.)

The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest…

Readers' beliefs about their understanding and test performance as a function of the reading purpose was examined. Participants read a series of expository texts for entertainment or study purposes, answered questions about the texts, and their beliefs about future and past test performance were assessed. The results showed that students believed…

Verbal protocols have provided literacy researchers with a strong understanding of what processes readers (both adults and children) use as they read narrative and informational text. Little is known, however, about the comprehension processes that are prompted by the graphics in these texts. This study of nine second graders used verbal protocol…