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Descriptors:
Tutoring; Questionnaires; Foreign Countries; Reading Comprehension; Siblings; Peer Teaching; Family Involvement; Program Evaluation; Family Environment; Interviews; Reading Improvement; Elementary School Students

Abstract:
The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accuracy; Control Groups; Reading Comprehension; Cues; Concept Mapping; College Students; Metacognition; Correlation

Abstract:
The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students' metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Social Studies; Reading Comprehension; Content Area Reading; Academic Achievement; Reading Improvement; Middle Schools; Grade 8; Comparative Analysis; Reading; Pretests Posttests; Intervention; Core Curriculum; State Standards; Alignment (Education)

Abstract:
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team-based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. (Contains 8 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Language Tests; Essay Tests; Factor Structure; Academic Discourse; Reading Comprehension; Listening Comprehension; Factor Analysis; Correlation; Scores; Listening Comprehension Tests; Reading Tests

Abstract:
The present study examined the factor structures across features of 446 examinees' responses to a writing task that integrates reading and listening modalities as well as reading and listening comprehension items of the TOEFL iBT[R] (Internet-based test). Both human and automated scores obtained for the integrated essays were utilized. Based on a series of preliminary factor analyses, a confirmatory factor analysis (CFA) identified a model that specified a higher order factor for comprehension. In the model, the Comprehension factor underlay factors representing content of the written essay as well as reading and listening comprehension. The Comprehension factor correlated with two writing factors--Productive Vocabulary and Sentence Conventions. Furthermore, follow-up CFA models with covariates (multiple indicators multiple causes models, or MIMIC models) were tested to compare performance between a group of 190 examinees scoring above a frequently used TOEFL iBT Total score requirement for international student admission and the other group of 128 examinees scoring below the requirement. The higher ability group performed significantly better than the lower ability group on all three constructs: Comprehension, Productive Vocabulary, and Sentence Conventions. The identification of the multiple distinct factors in this study may hold promise for obtaining writing profiles that inform instruction in contexts such as test preparation. (Contains 9 tables, 4 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Tests; Reading Processes; Reading Tests; Test Format; Integrated Activities; Reading Comprehension; Language Usage; Writing (Composition); English for Academic Purposes; Test Validity; Cognitive Processes; Foreign Students; English Language Learners; College Students

Abstract:
Integrated reading/writing tasks are becoming more common in large-scale language tests. Much of the research on these tasks has focused on writing through reading; assessing reading through writing is a less explored area. In this article we describe a reading-into-writing task that is intended to measure both reading comprehension and language use on an academic English test. The task involves responding to short-answer questions (SAQs) that require examinees to use their own words to state the main idea of a text, draw inferences, or synthesize information across multiple texts. The article presents results of a two-part study addressing the validity of this method of assessing reading by investigating the cognitive processes involved in responding to SAQs. First, we present the results of a qualitative study of five nonnative English-speaking students, who provided verbal protocols as they read the texts and responded to the SAQs. Next, we present data from a larger sample of students focusing specifically on the cognitive processes used when reading the texts for the purpose of responding to SAQs. Implications of the study for the validity of this method of testing are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Tests; Reading Comprehension; Structural Equation Models; Ability; English (Second Language); Second Language Learning; Asians; College Students; Correlation; Questionnaires; Grammar; Learning Strategies; Metacognition; Role; Teaching Methods; Classification; Foreign Countries

Abstract:
This article investigates the relationships between test takers' strategy use and test performance on an EFL reading test. For this study 209 Chinese college students were invited to participate in a reading comprehension test and answer a 30-item strategy use questionnaire. Results showed that two factors underlay test takers' reading test performance: lexico-grammatical reading ability (LEX-GR) and text comprehension reading ability (TxtCOM). In addition, metacognitive strategy use had a significant and direct effect on cognitive strategy use, implying that the former performed an executive function over the latter. Monitoring strategies were found to have a significant effect on LEX-GR and evaluating strategies significantly affected TxtCOM, suggesting that metacognitive strategy use played an important role on the reading test. Pedagogical implications are also discussed. (Contains 6 tables, 6 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academically Gifted; Reading Achievement; Reading Instruction; Elementary School Students; Reading Comprehension; Reading Fluency; Magnet Schools; Scores; Talent; Oral Reading; Reading Tests; Individualized Instruction; Teaching Methods

Abstract:
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral reading fluency scores was found across all elementary schools, as students scored from below the 10th percentile to above the 90th percentile. These results demonstrate the wide range of reading achievement in diverse populations of students, including gifted students, and the need for teachers to differentiate both reading content and instruction to enable all students to make continuous progress in reading. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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