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Reading Psychology851
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Pratt, Sharon M. – Reading Psychology, 2020
This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…
Descriptors: Oral Reading, Error Correction, Cognitive Processes, Metacognition
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Vaknin-Nusbaum, Vered; Nevo, Einat; Brande, Sigalit; Gambrell, Linda – Reading Psychology, 2020
Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for reading and writing motivation revealed a close to reasonable fit, for the total sample and by gender. It yielded a low fit across the four grade levels.…
Descriptors: Foreign Countries, Elementary School Students, Reading Motivation, Writing Attitudes
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Ankrum, Julie W.; Morewood, Aimee L.; Parsons, Seth A.; Vaughn, Margaret; Parsons, Allison Ward; Hawkins, Paul M. – Reading Psychology, 2020
A one-size-fits-all model of instruction cannot provide equitable access to education for all students. Research demonstrates that thoughtfully changing instruction to support student learning during a lesson, known as adaptive teaching, is an important component of effective literacy instruction. To understand this dynamic dimension of effective…
Descriptors: Literacy, Individualized Instruction, Instructional Effectiveness, Test Construction
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Asadi, Ibrahim A. – Reading Psychology, 2020
This study aimed at examining the contribution of various linguistic components to reading comprehension (RC) in the seventh and ninth grades and to compare this contribution between two groups: children with typical development and those with reading disorders (RD). This was done by testing the relative contribution of phonological awareness,…
Descriptors: Reading Comprehension, Middle School Students, Prediction, Semitic Languages
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Akbari, Hadi; Ghonsooly, Behzad; Ghazanfari, Mohammad; Ghapanchi, Zargham – Reading Psychology, 2019
The systematic study of second language (L2) reading motivation has been a more recent topic in L2 motivation literature. The purpose of the current study was to highlight the role of L2 reading attitudes in developing the construct of L2 reading motivation. Participants of the study included 192 Iranian EFL learners at B1 level of language…
Descriptors: Reading Motivation, Second Language Learning, Second Language Instruction, English (Second Language)
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Yildiz, Mustafa; Kanik Uysal, Pinar; Bilge, Huzeyfe; Patricia Wolters, Alissa; Saka, Yavuz; Yildirim, Kasim; Rasinski, Timothy – Reading Psychology, 2019
The present study aimed to explore the relation between students' oral reading efficacy, reading comprehension, and academic performance on a nationwide high school placement exam (TEOG). The students were selected from a public middle school. The students' oral reading efficacy, comprehension, and TEOG achievement scores were obtained to figure…
Descriptors: Oral Reading, Reading Skills, Reading Comprehension, High Stakes Tests
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Hayden, Emily; Hiebert, Elfrieda H.; Trainin, Guy – Reading Psychology, 2019
This study examined how comprehension-based silent reading rate (CBSRR) is affected by grade, genre, and text position. Second and fourth graders read 2 grade-specific passages (one narrative, one informational) in 4 sections, each followed by 4 comprehension questions. Analyses of rate with a criterion level of comprehension showed higher…
Descriptors: Silent Reading, Reading Rate, Reading Comprehension, Elementary School Students
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Marron, Jill K. – Reading Psychology, 2019
The purpose of the present study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The researcher measured both overall and component scores for expository text comprehension and oral narrative production ability of 40 typically-developing fifth grade students. Findings…
Descriptors: Reading Comprehension, Grade 5, Reader Text Relationship, Oral Reading
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Lindholm, Anna; Tengberg, Michael – Reading Psychology, 2019
This two-year longitudinal study investigated Swedish L2 middle school students' reading development and its relation to reported strategy use. Reading comprehension was measured on three occasions and strategy use was examined using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) scale. The results show that student reading…
Descriptors: Foreign Countries, Middle School Students, Second Language Learning, Reading Comprehension
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Asadi, Ibrahim A. – Reading Psychology, 2019
Phonological awareness may be influenced by differences in the characteristics of the items studied. This hypothesis is considered particularly applicable to Arabic, which is a diglossic language. This study examined the impact of phonemic position and the affiliation of the items between spoken and standard languages on phonemic isolation tasks.…
Descriptors: Phonological Awareness, Semitic Languages, Kindergarten, Grade 1
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Negrete, Sarah; Bear, Donald R. – Reading Psychology, 2019
This study investigated relationships among the reading fluency, word recognition, language background, and reading achievement in second through fifth graders. Among the 250 students sampled, 70% were within word pattern (WWP) spellers. These WWP stage spellers were remarkably similar in reading, regardless of grade and Limited English Proficient…
Descriptors: Orthographic Symbols, Reading Fluency, Word Recognition, Spelling
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Albashtawi, Abeer Hameed – Reading Psychology, 2019
This mixed-methods study examined the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students' academic reading achievement. Participants were 122 Jordanian EFL undergraduate students who were divided into two groups: experimental and control groups. Data were collected using academic reading…
Descriptors: English (Second Language), English Language Learners, Academic Language, Instructional Effectiveness
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Warrican, S. Joel; Alleyne, Melissa L.; Smith, Patriann; Cheema, Jehanzeb; King, James R. – Reading Psychology, 2019
The theory of peer effect posits that students who find themselves in the company of high or low performing peers tend to exhibit better academic performance than what is solely attributable to their own individual characteristics. In this study, we investigate peer effects within literacy achievement among Trinidadian and Tobagonian youth, using…
Descriptors: High School Students, Academic Achievement, High Achievement, Low Achievement
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Guterman, Oz; Neuman, Ari – Reading Psychology, 2019
The homeschool framework differs significantly from the traditional school setting. Earlier research has shown differences between homeschooled and other children in language skills, but no study has examined how homeschooling is related to the acquisition of the different components of reading. The present research examined several reading…
Descriptors: Home Schooling, Language Skills, Comparative Analysis, Reading Skills
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Dray, Amy J.; Brown, Nathaniel J. S.; Diakow, Ronli; Lee, Yongsang; Wilson, Mark R. – Reading Psychology, 2019
This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context--a reading intervention implemented in middle and high schools in an urban district--which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the…
Descriptors: Reading Comprehension, Adolescents, Test Construction, Intervention
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