We used eye tracking to investigate the downstream processing consequences of encountering noun/verb (NV) homographs (i.e., park) in semantically neutral but syntactically constraining contexts. Target words were followed by a prepositional phrase containing a noun that was plausible for only 1 meaning of the homograph. Replicating previous work,…

This study concerns the mechanisms involving temporal update in discourse comprehension, comparing traditional approaches based on "Aktionsart" and Iconicity against an approach based on narrative expectations. Our experiments suggest that readers pay more attention to fine-grained discourse properties (such as salient temporal…

The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis…

Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and…

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…

Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a narrative. Direct influences of situatedness and sensory…

To become successful readers, hearing children require competence in both decoding--the ability to read individual words, underpinned by phonological skills and letter-sound knowledge--and linguistic comprehension--the ability to understand what they read--underpinned by language skills, including vocabulary knowledge. Children who are born with a…

Several inference types serving distinct purposes are established in the literature on reading comprehension. Despite this highlighting that inference is a non-unitary construct, reading tests tend to treat it as a single ability. Consequently, different tests can assess different inferential abilities. Professionals, knowing what is implicitly…

Reading comprehension skill is an important aspect of language acquisition that has far-reaching implications on the life of any student. Weak comprehension ability invariably affects not only students' performance in English language, but it hinders competence in other critical fields. Reading comprehension skills are not being taught in ways to…

In the Peace Corps, many posts support host country efforts in early grade reading in primary schools. In some settings, Volunteers act as literacy coaches, while in others Volunteers are co-teachers or teach literacy or reading directly with primary grade students. Some Volunteers concentrate their efforts on developing a school-based library and…

This article details the authors' success in using youth as a construct to facilitate literary analysis skills among high school students who claimed not to like reading--and who demonstrated difficulty with reading comprehension. The authors provide descriptions of the analysis activities in which the students participated.

The first aim of this study was to develop a computer adaptive EFL test (CALT) that assesses test takers' listening and reading proficiency in English with dichotomous items and polytomous testlets. We reported in detail on the development of the CALT, including item banking, determination of suitable item response theory (IRT) models for item…

Many research studies into Extensive reading (ER) have recognized its potential for improving language learners' reading proficiency and other language skills. However, some recent reviews of ER research (e.g., Waring & McLean 2015; Nakanishi, 2015; Mori, 2015) have argued for more refinement in research design so that ER research can be more…

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated…