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Ari, Omer – Reading Psychology, 2015
Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…
Descriptors: Repetition, Reading Skills, Silent Reading, Reading Difficulties
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Unrau, Norman; Ragusa, Gisele; Bowers, Erica – Reading Psychology, 2015
This qualitative study focused on teacher's beliefs about students' motivation for reading and how teachers act on those beliefs in classrooms. After conducting five focus groups of teachers, researchers analyzed and interpreted transcripts to identify major themes. While instructional processes mediated the building of relationships between…
Descriptors: Qualitative Research, Teacher Attitudes, Beliefs, Student Motivation
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Fitzgerald, Jill; Stenner, A. Jackson; Sanford-Moore, Eleanor E.; Koons, Heather; Bowen, Kimberly; Kim, Kee Hyung – Reading Psychology, 2015
The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…
Descriptors: Age Differences, English (Second Language), Second Language Learning, Correlation
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Roberts, Kathryn L.; Norman, Rebecca R.; Cocco, Jaime – Reading Psychology, 2015
This study examined relationships between reading comprehension, known predictors of reading comprehension (i.e., cognitive flexibility, fluency, reading motivation and attitude, vocabulary), and graphical device comprehension. One-hundred fifty-six third graders completed assessments of known predictor variables and an assessment tapping…
Descriptors: Correlation, Reading Comprehension, Predictor Variables, Cognitive Ability
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Griffin, Crystal; Joseph, Laurice M. – Reading Psychology, 2015
Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation…
Descriptors: Instructional Materials, Visual Aids, Drills (Practice), Teaching Methods
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Kragler, Sherry; Martin, Linda; Schreier, Virginia – Reading Psychology, 2015
In this three-year study, the authors examined the reading strategy use of 16 primary-grade students as they read fiction and expository text. The students (9 boys and 7 girls) represented low, average, and above-average readers. Structured interviews and observational data were collected each year as they progressed from first to third grade.…
Descriptors: Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills
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Teruggi, Lilia A.; Gutiérrez-Cáceres, Rafaela – Reading Psychology, 2015
Most studies on narrative competence have focused on monolingual subjects, and there are very few studies which address this issue in bilingual subjects dealing with two language systems. In the present case study we analyzed and compared the textual and narrative written skills of three deaf and three hearing adolescents attending eighth grade at…
Descriptors: Writing Assignments, Deafness, Comparative Analysis, Bilingualism
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Österholm, Magnus – Reading Psychology, 2015
The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…
Descriptors: Student Evaluation, Self Evaluation (Individuals), Reading Comprehension, Mathematics
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Snow, Marianne; Eslami, Zohreh R.; Park, Jeong Hyun – Reading Psychology, 2015
Although growing numbers of young English language learners (ELLs) from low-income homes enroll in U.S. schools, there remains a lack of research on how they respond to common school literacy practices including a literacy-enriched play. This exploratory study aims to examine the writing behaviors of six kindergarteners in their classroom's…
Descriptors: Hispanic American Students, English (Second Language), Second Language Learning, Low Income
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Kobayashi, Keiichi – Reading Psychology, 2015
The present study examined the effect of intertextual conflict resolution on learning from conflicting texts. In two experiments, participants read sets of two texts under the condition of being encouraged either to resolve a conflict between the texts' arguments (the resolution condition) or to comprehend the arguments (the comprehension…
Descriptors: Conflict Resolution, Reading Comprehension, Teaching Methods, Recall (Psychology)
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Wagner, Dana L.; Espin, Christine A. – Reading Psychology, 2015
Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component…
Descriptors: Reading Fluency, Reading Comprehension, Reading Difficulties, Elementary School Students
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Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M. – Reading Psychology, 2015
In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…
Descriptors: Knowledge Level, Metacognition, Reading Comprehension, Evaluation Methods
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Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M. – Reading Psychology, 2015
This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…
Descriptors: Correlation, Silent Reading, Oral Reading, Reading Fluency
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Huang, SuHua – Reading Psychology, 2015
A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…
Descriptors: Mixed Methods Research, Technology Integration, Instructional Effectiveness, Elementary School Students
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Shore, Jane; Sabatini, John; Lentini, Jennifer; Holtzman, Steven; McNeil, Adjua – Reading Psychology, 2015
Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for…
Descriptors: Reading Fluency, Adult Education, Adult Literacy, Oral Reading
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