Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class…

Recent research has proven the importance of non-cognitive determinants, such as motivation and resilience, in improving reading achievement. This study provides insights on how these two determinants are displayed by students living in contexts of high social vulnerability. A mixed methodology was used to conduct the study in six schools across…

This paper describes the benefits of a psychometric analytic approach when studying students' ability to comprehend texts. A reading comprehension measure consisting of four text passages with 32 questions was developed, and analyses using a mean-based approach and linear logistic test (LLTM) method were performed. According to ANOVA, eighth-grade…

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years,…

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…

The present study used data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word…

This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history…

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

The purpose of the current study was to determine relationships between orthographic and morphological awareness of academic words and achievement across content areas. Participants (n = 256), diverse seventh and eighth graders, took three word knowledge measures; two standardized achievement measures were used as outcomes. Orthographic awareness…

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…

We examined the reading strategies of boys and girls and identified those determining academic achievement in 13-year-old Canadian students. Students from each province and one territory (N = 20,094) answered a questionnaire on, among others, reading strategies. T-test results showed that girls use these strategies more regularly compared to boys.…

This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the…

This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

We evaluated the reliability and validity of two oral reading fluency scores for 1-minute equated passages: median score and mean score. These scores were calculated from measures of reading fluency administered up to five times over the school year to students in grades six to eight (n = 1,317). Both scores were highly reliable with strong…