The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…

This qualitative study focused on teacher's beliefs about students' motivation for reading and how teachers act on those beliefs in classrooms. After conducting five focus groups of teachers, researchers analyzed and interpreted transcripts to identify major themes. While instructional processes mediated the building of relationships…

The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…

This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the…

Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to…

The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the…

This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

This study investigated teachers' efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers' efficacy at the start of their intervention training and investigated relationships among teachers' efficacy, implementation, and students' reading progress. The efficacy and…

Reading opens many doors and students who do not comprehend well face serious barriers as they enter postsecondary academic institutions. Young people should be able to read and write when they graduate from high school. Such skills allow people to continue their education as well as increase their odds that they can earn an adequate salary. The…

This article reports the outcomes of the first 3 years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators. The purpose of our collaboration was two-fold: (a) to develop shared understandings or theories related to literacy and the place of literacy instruction in content-area…

In spite of calls for increased literacy instruction in secondary content classes, there appears to be little change in practice. One reason for this may be that content area literacy courses inadequately prepared teachers to teach literacy skills specific to their content area. This article describes a program that embeds content area literacy…

Intercultural rhetoric has been studied in the context of second language writing for many decades. This article looks at the topic from a new perspective and offers an experimental study of the effects of intercultural rhetoric on reading comprehension. The experiment was set in Hong Kong, China, and assessed the reading comprehension (using a…

Students need to develop scientific literacy in order to participate fully as citizens, community members, and in the globalized economy. But what is the relationship between scientific literacy and reading literacy? Three international data sets from the Programme on International Student Assessment (PISA) were used to calculate correlations…

This investigation focused on two research questions. The first question examined what specific instructional strategies for teaching vocabulary appear most frequently in current content area textbooks. The second question built on the first and used that information to develop a survey that was administered to secondary-level preservice teachers…