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…

Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…

This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted…

Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of…

The metacognitive awareness and reading strategy use by Korean university students in Korea was investigated. The relationships between reading strategy use, self-rated English proficiency, and self-rated reading proficiency were examined. Differences in reading strategy use were also explored by gender and academic classification. Problem-solving…

We examined the reading strategies of boys and girls and identified those determining academic achievement in 13-year-old Canadian students. Students from each province and one territory (N = 20,094) answered a questionnaire on, among others, reading strategies. T-test results showed that girls use these strategies more regularly compared to boys.…

The goal of this investigation was to determine which reading instruction improves multiple science text comprehension for college student readers. The authors first identified the cognitive processing strategies that are predictive of multiple science text comprehension (Study 1) and then used what they learned to experimentally test the…

This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases…

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 examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

Teachers working with students with reading difficulties must decide when and how to intervene. Wood (2002) suggested that teachers' shift their levels of support to match students' needs based on moment-by-moment observations--that is, teachers should scaffold their support. In this qualitative analysis, we investigated instructors' scaffolding…

Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition…

This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive…

This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data…