The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students' text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six…

English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs…

Reading is a key ingredient in a student's education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient…

The purpose of this study was to investigate the associations between elementary students' reading skills and their online reading (i.e., real-time reading) behaviors during silent sentence processing. Thirty-five students participated in this study and their eye movements were recorded during sentence reading tasks. The effects of students'…

In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…

This study examines the psychometric properties of a reading motivation measure with a sample of upper elementary students in the United States (n = 195). The research explores upper elementary students' motivation to read, the amount/frequency of their reading in general, and their preferences for different text genres. Factor analyses support…

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.…

This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…

The purpose of this study was to examine moment-by-moment fluctuations in text comprehension processing and determine how and when poor and good comprehenders differ. To do so, we reanalyzed a dataset of think-aloud protocols from 138 intermediate elementary students. Both good and poor comprehenders used a variety of processing strategies when…

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…

A pre-experimental case study design was used to explore the value of intrinsic motivation in mobile eBook reading among 30 Grade 1 child participants. Data collection comprised pre- and post-test motivation questionnaires and researcher field notes. Child participants' enjoyment of mobile eBooks corresponded to 3 motivational aspects of intrinsic…

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three…

Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

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…