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Descriptors:
English for Academic Purposes; Foreign Countries; Reading Comprehension; Multiple Regression Analysis; Vocabulary Development; Reading Strategies; Comparative Analysis; Academic Achievement; Syntax; Metacognition; Predictor Variables; Native Language; Language of Instruction

Abstract:
As far as academic reading comprehension is concerned, a network of linguistic skills and strategies operate in a complex and integrated matter. Since it is impossible to examine all the factors affecting reading comprehension all at once, it is more reasonable to compare and contrast the predictive effects of specific variables against each other and elicit the role of each of them in determining academic performance. For this reason, the present study aims to investigate whether specifically the depth of vocabulary knowledge, syntactic awareness or metacognitive awareness was a more powerful predictor of academic reading comprehension. 45 students from the English Language Teaching Department in an English-medium foundation university in Turkey participated in the study. The results of multiple regression analysis revealed that with a sample of homogenous first language (L1) background learners, depth of vocabulary knowledge was not a strong predictor of academic reading comprehension for English for Academic Purposes (EAP) students. However, it was found that syntactic awareness was a significant predictor of academic reading comprehension in second language (L2) and of the investigated variables, metacognitive reading strategies have much to contribute to academic reading comprehension. (Contains 3 tables and 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:
Reading Motivation; Elementary School Students; Secondary School Students; Reading Difficulties; Special Needs Students; Disabilities; Reading Attitudes; Negative Attitudes; Reading Skills; Reading Strategies; Barriers; Reading Improvement; Adolescents; Grade 4; Grade 5; Grade 6; Grade 10; Grade 11; Grade 12

Abstract:
Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited research on reading motivation of struggling adolescents with disabilities. This study examined whether reading motivation of struggling readers with and without disabilities significantly changed after an eighteen week period of reading instruction in two elementary schools and one high school in a Midwest state of the United States of America (USA). Findings yielded significant improvement in motivation for adolescents without disabilities while motivation scores declined for students with disabilities. An overview of students' answers to survey questions is provided and some evidence-based methods that teachers can utilize to improve reading motivation of upper elementary and high school students are summarized. (Contains 4 tables.) 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:
Grade 3; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Surveys; Reading Strategies; Reading Comprehension; Testing; Prediction; Vocabulary; Teaching Guides; Instructional Materials

Abstract:
The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information teachers need to use the Grade 3 ITRI materials, including assessments, lessons and graphic organizers, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 3 ITRI content comes from "Indiana's Academic Standards" for grade 3, the ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences in Grade 2 and Grade 3 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind Grade 3 ITRI; (3) Chart of Academic Standards Addressed Across the Curriculum; (4) Metacognitive Reading Survey Scoring Key; (5) Scoring Sheet: ITRI Assessments; (6) Scoring Sheet: Grade 3 ITRI Lessons; (7) Instructions for Using the Graphic Organizers with Hop To It; and (8) ITRI Acknowledgements. A glossary and an index are included. 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:
Phonology; Recognition (Psychology); Hearing Impairments; Memorization; Short Term Memory; Rhyme; Reading Strategies; Memory; Phonological Awareness; Auditory Perception; Cognitive Processes

Abstract:
Acquired hearing impairment is associated with gradually declining phonological representations. According to the Ease of Language Understanding (ELU) model, poorly defined representations lead to mismatch in phonologically challenging tasks. To resolve the mismatch, reliance on working memory capacity (WMC) increases. This study investigated whether WMC modulated performance in a phonological task in individuals with hearing impairment. A visual rhyme judgment task with congruous or incongruous orthography, followed by an incidental episodic recognition memory task, was used. In participants with hearing impairment, WMC modulated both rhyme judgment performance and recognition memory in the orthographically similar non-rhyming condition; those with high WMC performed exceptionally well in the judgment task, but later recognized few of the words. For participants with hearing impairment and low WMC the pattern was reversed; they performed poorly in the judgment task but later recognized a surprisingly large proportion of the words. Results indicate that good WMC can compensate for the negative impact of auditory deprivation on phonological processing abilities by allowing for efficient use of phonological processing skills. They also suggest that individuals with hearing impairment and low WMC may use a non-phonological approach to written words, which can have the beneficial side effect of improving memory encoding. Learning outcomes: Readers will be able to: (1) describe cognitive processes involved in rhyme judgment, (2) explain how acquired hearing impairment affects phonological processing and (3) discuss how reading strategies at encoding impact memory performance. (Contains 3 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 Comprehension; Learning Processes; Structural Equation Models; Reading Strategies; Second Language Learning; Second Language Instruction; Student Motivation; College Students; Student Attitudes; Models; Correlation; Multiple Regression Analysis; Reading Instruction

Abstract:
The present study proposes a tripartite model of L2 reading strategy use, reading motivations, and general learner beliefs by examining the relationships among them in an L2 context. Reading strategy instruction was performed for 360 first-year university students enrolled in a reading-based course, in expectation of affecting their motivations and beliefs in the process. A tripartite model consisting of the three constructs was examined by structural equation modeling (SEM). The results showed strong multiple correlations between these three variables. Furthermore, ample evidence was provided to validate this model: (1) the interdependence across the constructs demonstrated from the developmental perspective, (2) the model's multiple correlations confirmed at the level of individual correlations, and (3) the interrelationship between the constructs corroborated by the cross predictability in multiple regressions. The tripartite model suggests that the interdependence is a promising resource for comprehension development in the L2 reading context, and that main idea strategy plays a vital role in the process of learning to read. The results and discussion provide several important implications for research and instruction. (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:
Secondary School Students; Grade 10; Learning; Reading Comprehension; Language Processing; Reading Strategies; Reading Motivation; Content Area Reading; Science Materials; Reading Materials; Self Efficacy; Word Recognition; Knowledge Level; Multiple Regression Analysis; Foreign Countries

Abstract:
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task, and a reading motivation inventory that included two dimensions: Science reading self-efficacy, focusing on readers' beliefs about their capabilities to comprehend what they read in science, and science reading task value, focusing on readers' beliefs about how important, useful, and interesting it is to comprehend science texts. In addition, strategic reading pattern was assessed in terms of the degree of non-linear reading behavior. Multiple regression analysis showed that word recognition skills strongly predicted learning from the texts, as assessed by participants' increase in topic knowledge. However, when multiple-text comprehension indicated by performance on open-ended short-essay questions was the dependent variable, not only word recognition but also strategic reading pattern and science reading self-efficacy emerged as unique predictors when topic knowledge was controlled for. Science reading task value was not related to performance. This study provides new evidence that new literacy competencies needed in a knowledge society, such as synthesizing or integrating across multiple conflicting sources of information, still largely involve word-level, strategic, and motivational processes that may profitably be targeted through systematic instruction. 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 Arts; Reading Instruction; English Instruction; Middle School Students; Reading Strategies; Reading Comprehension; Outcomes of Education; Fidelity; Reading Teachers; Grade 7; Grade 8

Abstract:
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms. (Contains 6 tables and 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:
Semitic Languages; Foreign Countries; Problem Solving; College Students; Reading Strategies; Reading Ability; Metacognition; Second Language Learning; Academic Discourse; Undergraduate Students; Surveys; Student Attitudes; Statistical Analysis; Asians; Second Language Instruction

Abstract:
This paper reports a study that investigated university students' awareness of their reading strategy use when they read Arabic academic texts. One hundred and twenty-two undergraduate L2 Arabic students mostly from Africa and Asia completed a 30-item survey of reading strategies. Results indicated that these students perceived problem-solving reading strategies to be more useful than global and support strategies. Moreover, a statistically significant relationship was found between participants' self-rated Arabic reading ability and their overall strategy use (r = 0.233), problem-solving strategies (r = 0.236), and global strategies (r = 0.239). Finally, it was found that African background students reported more global strategy use than Asian background students, and junior and senior students reported consistently higher strategy use in all the three strategy categories compared to the first and second year students. Findings are discussed in light of the reading strategy knowledge base as well as the theoretical and practical implications. (Contains 6 tables and 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:
Reading Comprehension; Protocol Analysis; Russian; Inferences; English; Native Language; Second Language Learning; Reading Strategies; Coding; Phonology; Morphology (Languages); Vocabulary; Reading Processes; Scaffolding (Teaching Technique); Reading Material Selection; College Students

Abstract:
This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age children. Reader think-alouds were transcribed and coded for strategy use and lexical inferencing. Results rank the frequency of reader strategy use and show trends in how readers vary their strategy use depending on the text type. Readers' difficulties in using context as well as phonological and morphological analysis for inferring the meaning of unknown words are analyzed both quantitatively and qualitatively. Implications of these results for selecting texts and for scaffolding these selections are considered. (Contains 6 tables and 8 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:
Reading Instruction; Journal Articles; Second Language Learning; Reading Strategies; Middle School Students; Teaching Methods; English (Second Language); Reading Aloud to Others; Reading Fluency; Learner Engagement; Reading Comprehension; Learning Strategies; Reading Processes; Vocabulary Development

Abstract:
The author reviews exemplary strategies for teaching reading to middle grades English language learners (ELLs) derived from 21 peer-reviewed journal articles and professional books. The author presents an in-depth look at three successful categories of reading strategies: interactive read-alouds to model fluent reading and engage learners, the integration of comprehension strategies to break down the process of reading, and vocabulary strategies that allow students to build schema and make connections. The author includes two appendixes with sample strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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