NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Literacy19
Audience
Laws, Policies, & Programs
Assessments and Surveys
Progress in International…1
What Works Clearinghouse Rating
Showing 1 to 15 of 19 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Varga, Anita – Literacy, 2017
The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study…
Descriptors: Metacognition, Reading Research, Correlation, Fiction
Peer reviewed Peer reviewed
Direct linkDirect link
Kucer, Stephen B. – Literacy, 2017
The monitoring of meaning and the correction of miscues that fail to make sense are a hallmark of a proficient reader. Much of the research, however, has focused on the reading of fictional, narrative texts. In contrast, this research examines the monitoring and response behaviours of 35 proficient fourth grade readers (nine and 10 years of age)…
Descriptors: Grade 4, Elementary School Students, Miscue Analysis, Reading Rate
Peer reviewed Peer reviewed
Direct linkDirect link
Rackley, Eric D.; Kwok, Michelle – Literacy, 2016
Growing out of the renewed attention to text complexity in the United States and the large population of youth who are deeply committed to reading scripture, this study explores 16 Latter-day Saint and Methodist youths' experiences with complex, religious texts. The study took place in the Midwestern United States. Data consisted of an academic…
Descriptors: Biblical Literature, Religion, Religious Cultural Groups, Christianity
Peer reviewed Peer reviewed
Direct linkDirect link
Chlapana, Elissavet – Literacy, 2016
The purpose of the present study was to investigate whether systematic instruction of informational texts can enhance kindergarteners' cognitive involvement in text discussion and comprehension skills. The sample consisted of 15 children aged 5-6 years old in a kindergarten classroom located in a rural area in Rethymno, Crete. A four-phase…
Descriptors: Intervention, Kindergarten, Rural Areas, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Kucer, Stephen B. – Literacy, 2015
This research examines the characteristics of reader understandings that vary from those stated in the text. Eighty-seven fourth graders orally read complex academic literary and scientific texts, followed by probed retellings. Retold ideas not directly supported by, or reflective of, the texts were identified. These differing understandings…
Descriptors: Reading Comprehension, Individual Differences, Discourse Analysis, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Jazz C. – Literacy, 2014
This article engages with recent policy on reading comprehension. It argues that the construct of inference has been treated as a single entity despite research and literature to the contrary, and this is perpetuated in the National Curriculum for 2014. It explores the limitations of conceptualising inference as a unitary construct and…
Descriptors: Foreign Countries, Educational Policy, Reading Comprehension, Inferences
Peer reviewed Peer reviewed
Direct linkDirect link
Brenna, Beverley – Literacy, 2013
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the…
Descriptors: Cartoons, Reading Comprehension, Reading Strategies, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Maine, Fiona – Literacy, 2013
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter-mental and intra-mental processes of reading,…
Descriptors: Reading Comprehension, Reading Instruction, Reading Strategies, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Westbrook, Jo – Literacy, 2013
Teachers of reading in secondary schools know how important it is for low-attaining readers to read whole narratives but time to do this in a crowded curriculum is limited and progress is more easily measured through reading smaller parts of texts. This paper reports on a longitudinal critical action research project in which three English…
Descriptors: Action Research, Reading Instruction, Teaching Methods, Secondary Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Maybin, Janet – Literacy, 2013
After briefly reviewing how reading is conceptualised in the "Progress in International Reading Literacy Study" and the English National Curriculum, this article examines two unofficial reading activities in a class of 10-11-year-olds' to see how far these activities match up with the official definitions of reading, or whether they…
Descriptors: Foreign Countries, National Curriculum, Reading Instruction, Learning Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Kucer, Stephen B. – Literacy, 2011
This research examines the nature of comprehended meanings that do not match those of the author. These meanings were generated by two groups of fourth graders after reading a narrative or expository text. Readers read their respective texts aloud, followed by a recall and probes. Reading behaviours were examined to establish that processing…
Descriptors: Reading Comprehension, Profiles, Grade 4, Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Wilson, Nance Speizman; Smetana, Linda – Literacy, 2011
Despite a push to develop high levels of active engagement in learning by helping students reflect, refine and extend their ideas through effective questioning strategies, evidence suggests that teacher-dominated interaction patterns permeate classroom instruction. This Initiate, Respond and Evaluate process leads students to maintain a passive…
Descriptors: Reading Instruction, Metacognition, Models, Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Winifred – Literacy, 2011
Standard assessment tests have been part of the literacy practice in English primary schools for many years. While educators point to the dangers of "teaching to the test," politicians continue to believe that the best way of achieving accountability is by retaining league tables of these test results. Currently the curriculum is too…
Descriptors: Feedback (Response), Test Results, Thinking Skills, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Concannon-Gibney, Tara; Murphy, Brian – Literacy, 2010
This article investigates issues surrounding the adoption of the "simple view" of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish…
Descriptors: Reading Comprehension, Early Reading, Metacognition, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Conlon, Tom – Literacy, 2009
Previous experimental studies have indicated that young people's text comprehension and summarisation skills can be improved by techniques based on text concept mapping (TCM). However, these studies have done little to elucidate a practical pedagogy that can make the techniques adoptable within the context of typical secondary school classrooms.…
Descriptors: Concept Mapping, Secondary School Students, Reading Comprehension, Educational Strategies
Previous Page | Next Page »
Pages: 1  |  2