Students with learning disabilities (LD) often face significant difficulties in reading. Research has found a variety of different evidence-based practices to support the reading development of students with LD in areas such as word work, vocabulary, and reading comprehension. However, these practices are most often intended for use in traditional…

With a one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed that (1)…

This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of…

EFL students at the College of Languages and Translation take 4 reading courses in the first four semesters of the translation program. The textbooks used are Interactions 1 & 2 and Mosaic 1 & 2. The present study examines the amount of reading texts, reading exercises, and reading subskills covered by instructors in the Reading I, II,…

Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to…

Teachers' ineffectively use research-based reading instructional strategies with minority students in an urban middle school district in the Eastern United States. The purpose of this qualitative exploratory case study was to explore teachers' perceptions, experiences, and challenges when using research-based reading instructional strategies…

In a Midwestern, urban, elementary school, a problem is teachers are struggling to support the instructional needs of the students with limited resources and training opportunities. The purpose of this basic qualitative study was to examine the perspectives of reading teachers in Grades 3 to 5 about the challenges with meeting the instructional…

Although most students with specific learning disabilities (SLD) receive instruction in the general education setting (U.S. Department of Education, 2018), their academic outcomes have been found to be poor. Two evidenced-based practices that improve outcomes for students with SLD are explicit instruction and cognitive and metacognitive strategy…

This paper considers whether societal changes are making space for some working-class boys to go against the grain and foster positive reader identities. Drawing on interviews with 30 Australian boys about their experiences at school, Nancy Fraser's social justice framework is used to explore their parity of participation as readers. Responses…

This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students' performance in the course of curriculum reading in English, and to find out the learners' perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to…

Student motivation is a critical element of engagement, learning, and achievement. With this in mind, teachers are particularly interested in motivating their students to read. However, getting students to do so can be a difficult task, especially if they lack confidence in choosing personally interesting books. We advocate for carefully nurturing…

This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (N = 481) were classified into three clusters…

Providing glosses that explain the meanings of unknown words is a common method of promoting learners' learning of new words. Numerous studies have shown that compared with no-gloss condition, glosses benefit the learning of the meaning of new words. This study combines both online (i.e., eye-tracking) and offline (i.e., immediate vocabulary…

This study investigates the integration of a digital annotation tool (DAT) into an advanced English as a foreign language reading course. Informed by the recent research, the goals of the study are to exhibit the nature of L2 learners' engagement in digital social reading practices and illustrate the linguistic benefits of such practices for L2…

This quasi-experimental study aims to find out the effectiveness of using Kagan structures on students' perception. Two grade six English language classes (experimental/control) with a total of fifty students (n=50) were included. Both sections were exposed to the same teaching techniques covering the same reading comprehension material. Pre-test…