Comprehension tests often compare accuracy on inferential versus literal questions and find inferential harder than literal, and poor comprehenders performing worse than controls. Difficulties in integration are assumed to be the reason. This research explores another reason--differences in memory for the passage information underlying the…

Most of the world is multilingual--multilingual at the national level (policies), at the community and family level (practices), and at the individual level (cognitive)--and each of these has implications for teaching and learning. Yet, at present, most reading decisions are not based on empirical research of how children learn to read in…

This technical report documents findings from a study of the internal consistency and split-half reliability of the easyCBM© CCSS Reading measures, grades 3-8. Data, drawn from an extant data set gathered in school year 2013-2014, include scores from over 150,000 students' fall and winter benchmark assessments. Findings suggest that the easyCBM©…

Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the exit criteria represented in the chart titled "2013-2014 English Proficiency Exit Criteria Chart" found at (http://www.tea.state.tx.us/index2.aspx?id=4098) to exit English language learners (ELLs) from bilingual/ESL programs. The exit criteria under TAC…

The paper focused on the effect of auditory training on reading comprehension of children with hearing impairment in Enugu State. A total of 33 children with conductive, sensory neural and mixed hearing loss were sampled for the study in the two schools for the Deaf in Enugu State. The design employed for the study was a quasi experiment (pre-test…

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading…

This paper reports the findings from a small-scale exploratory study that investigated how moving-image narratives might enable children to develop transferable reading comprehension strategies. Using short, animated, narrative films, 28 primary-aged children engaged in a 10-week programme that included the explicit instruction of comprehension…

A group of 50 skilled readers and a group of 50 less-skilled readers of Grade 5 matched for age and intelligence and selected on the basis of their proficiency in reading comprehension were tested for their competence in word reading and the processes of attention, simultaneous coding, successive coding and planning at three levels, i.e.,…

A key tool in multitiered systems of support is the use of curriculum-based measures to predict which students are at risk for academic failure. However, there are few studies that examine which measures are most suitable for students in middle school. The authors examine the reliability of predicting outcomes on state assessments for 3 commonly…

Scholastic tests regard cognitive abilities to be domain-specific competences. However, high correlations between competences indicate either high task similarity or a dependence on common factors. The present rating study examined the validity of 12 Programme for International Student Assessment (PISA) and Third or Trends in International…

The present study was an elaboration on the effect of foreign language anxiety on reading comprehension achievement of Iranian EFL learners. The participants comprised 100 BA students, doing General English Course in different academic fields at Islamic University of Neyshabur. The participants took a reading proficiency test of TOEFL and answered…

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological…

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 investigates the effect of two attention-enhancing techniques on L2 students' learning and processing of novel French words (i.e., target words) through video with L2 subtitles or captions. A combination of eye-movement data and vocabulary tests was gathered to study the effects of Type of Captioning (full or keyword captioning) and…