NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers3
Showing 1 to 15 of 812 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
McCarron, Sean Patrick; Kuperman, Victor – Journal of Research in Reading, 2022
Background: Previous studies show that students improve communication skills throughout post-secondary study proportionately to first-year ability, yet important questions remain. How does post-secondary affect the development of reading comprehension and related skills? How does this development vary between L1 and L2 speakers, and how much…
Descriptors: Outcomes of Education, Postsecondary Education, Reading Skills, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Ruotsalainen, Jenni; Pakarinen, Eija; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina – Journal of Research in Reading, 2022
Background: Adapting instruction to individual students' needs is known to be effective, but there is a lack of evidence whether students' reading skills are associated with literacy instruction activities at classroom-level. Both the content of the literacy instruction and teachers' instructional support through instructional management are…
Descriptors: Literacy Education, Grade 1, Reading Skills, Learning Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Qian, Quan; Lau, Kit-ling – Journal of Research in Reading, 2022
Background: Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods: This study used Programme of…
Descriptors: Achievement Gains, School Districts, Teaching Methods, Reading Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Tegmark, Mats; Alatalo, Tarja; Vinterek, Monika; Winberg, Mikael – Journal of Research in Reading, 2022
Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the…
Descriptors: Student Motivation, Reading Motivation, Student Attitudes, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Little, Callie W.; Erbeli, Florina; Francis, David J.; Tynan, John – Journal of Research in Reading, 2022
Background: Research on academic development has mainly focused on early time periods with less attention on individual differences in development in the later school years. Methods: To improve our knowledge of how students develop academically during later school years, this study used a multivariate growth model to investigate the developmental…
Descriptors: Foreign Countries, Student Development, Elementary School Students, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Obergfell, Anja L.; Schabmann, Alfred; Schmidt, Barbara M. – Journal of Research in Reading, 2022
Prosodic sensitivity (PS) and phonological awareness (PA) are reading-related predictors in children, which themselves might be affected by basic auditory processing (BAP). This study proposes a new model that considers possible relations between all three variables and reading. Skilled adult reading is examined to exclude possible developmental…
Descriptors: Foreign Countries, Adults, Auditory Perception, Suprasegmentals
Peer reviewed Peer reviewed
Direct linkDirect link
Tang, Xin; Kikas, Eve; Pakarinen, Eija; Laursen, Brett; Lerkkanen, Marja-Kristiina – Journal of Research in Reading, 2022
Background: Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the…
Descriptors: Grade 3, Grade 6, Predictor Variables, Teaching Styles
Peer reviewed Peer reviewed
Direct linkDirect link
Vansteelandt, Iris; Mol, Suzanne E.; Van Keer, Hilde – Journal of Research in Reading, 2022
Background: Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Reading Attitudes, Reading Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Yixun; Xiao, Linqing; Li, Hong – Journal of Research in Reading, 2022
Background: Previous work suggests that children can teach themselves new written words via reading aloud texts independently (i.e., orthographic learning via self-teaching). In self-teaching in Chinese, regular phonetic radicals and transparent semantic radicals facilitate orthographic learning. The present study examined the roles of phonetic…
Descriptors: Semantics, Vocabulary Development, Phonetics, Orthographic Symbols
Peer reviewed Peer reviewed
Direct linkDirect link
Jackson, Sophie – Journal of Research in Reading, 2022
Background: Research with children shows that theory of mind predicts reading comprehension both concurrently and longitudinally, while research with adults shows increased print-exposure relates to theory of mind understanding. However, until now whether reading and theory of mind have a mutually reinforcing relationship in which they promote one…
Descriptors: Theory of Mind, Reading Comprehension, Printed Materials, Adults
Peer reviewed Peer reviewed
Direct linkDirect link
Swart, Elise K.; Nielen, Thijs M. J.; Sikkema-de Jong, Maria T. – Journal of Research in Reading, 2022
Background: Previous meta-analyses have shown that feedback targeting text comprehension given when students perform a reading task positively influences learning from text. So far, differences in the effects of feedback were explained by design features, such as the timing and richness of feedback. In the present study, we aim to investigate…
Descriptors: Feedback (Response), Reading Comprehension, Reading Strategies, Attitude Change
Peer reviewed Peer reviewed
Direct linkDirect link
Yeung, Pui-sze – Journal of Research in Reading, 2022
Background: Recent models of writing acknowledge the influential role of motivation in writing development. There has been a paucity of research on writing motivation in children. This study investigated writing motivation among Chinese children with developmental dyslexia. Methods: Forty-one Chinese children with developmental dyslexia (RD) in…
Descriptors: Foreign Countries, Student Motivation, Writing (Composition), Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Barnes, Zachary T.; Boedeker, Peter; Cartwright, Kelly B.; Zhang, Bingshi – Journal of Research in Reading, 2022
Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status…
Descriptors: Socioeconomic Status, Executive Function, Reading Skills, Short Term Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Hulme, Rachael C.; Webber, Charlotte E.; Fox, Amy C.; Ricketts, Jessie; Shapiro, Laura R.; Taylor, J. S. H. – Journal of Research in Reading, 2022
Background: Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a…
Descriptors: Foreign Countries, Phonics, Parents, Family Involvement
Peer reviewed Peer reviewed
Direct linkDirect link
Kearns, Devin M.; Walker, Melodee A.; Borges, Jason C.; Duffy, Meghan E. – Journal of Research in Reading, 2022
One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers…
Descriptors: Data Use, Reading Difficulties, Individualized Programs, Cooperation
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  55