Publication Date
In 2024 | 1 |
Since 2023 | 8 |
Since 2020 (last 5 years) | 21 |
Since 2015 (last 10 years) | 36 |
Since 2005 (last 20 years) | 65 |
Descriptor
Source
Reading Psychology | 100 |
Reading Psychology an… | 2 |
Author
Pilonieta, Paola | 3 |
Ghavamnia, Maedeh | 2 |
Goetz, Ernest T. | 2 |
Hahn, Amos L. | 2 |
Harmon, Janis | 2 |
Hong-Nam, Kay | 2 |
Kerr, Marcel | 2 |
Kragler, Sherry | 2 |
Margolin, Sara J. | 2 |
Martin, Linda | 2 |
Morrison, Timothy G. | 2 |
More ▼ |
Publication Type
Education Level
Elementary Education | 24 |
Higher Education | 21 |
Postsecondary Education | 14 |
Secondary Education | 10 |
Middle Schools | 9 |
Early Childhood Education | 8 |
Grade 1 | 7 |
Primary Education | 7 |
Grade 6 | 6 |
Intermediate Grades | 6 |
Grade 2 | 5 |
More ▼ |
Audience
Teachers | 1 |
Location
Texas | 4 |
Iran | 3 |
Canada | 2 |
Saudi Arabia | 2 |
Argentina | 1 |
California | 1 |
Greece | 1 |
Israel | 1 |
Michigan | 1 |
Netherlands | 1 |
New York | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Tracy Johnson; Emily Rodgers; Jerome V. D'Agostino – Reading Psychology, 2024
Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine…
Descriptors: Learning Laboratories, Reading Skills, Reading Instruction, Kindergarten
Londra, Franco; Saux, Gastón – Reading Psychology, 2023
The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the document to evaluate the contents and embedded sources included in that document. Participants read two texts about treatments for a rare disease put…
Descriptors: Information Sources, Credibility, Information Literacy, Use Studies
Cervetti, Gina N.; Fitzgerald, Miranda S.; Hiebert, Elfrieda H.; Hebert, Michael – Reading Psychology, 2023
We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students' abilities to infer new words' meanings and builds students' overall vocabulary knowledge. We meta-analyzed 39 experimental and…
Descriptors: Meta Analysis, Vocabulary Development, Reading Instruction, Direct Instruction
Bagri, Gurjog; Dickinson, Laura – Reading Psychology, 2023
Metacognitive reading strategies represent a goal-driven system that plays a role in critical thinking verbal tasks in students. Research reveals that greater attentional focus and use of executive functions is associated with lower trait anxiety, and better verbal reasoning. However, high verbal reasoning is also positively associated with trait…
Descriptors: Metacognition, Reading Strategies, Anxiety, Critical Thinking
Feucht, Florian C.; Michaelson, M. Kate; Ziegler, Nathan E.; Maziarz, Lauren N.; Hany, Susan B. – Reading Psychology, 2023
This exploratory qualitative study gathered data on adolescents' mental models of illiteracy before and after they read news articles on the topic and explored their epistemic beliefs about illiteracy and news articles as a knowledge source. Engaging with the news requires critical thinking and civic engagement, both central components of…
Descriptors: High School Students, Rural Schools, Adolescents, Schemata (Cognition)
Deng, Qizhen; Trainin, Guy – Reading Psychology, 2023
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…
Descriptors: Metacognition, English Language Learners, Vocabulary Development, Academic Language
John, Divya; Devi, G. Sandhiya – Reading Psychology, 2023
Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to…
Descriptors: Reading Strategies, Engineering Education, Teaching Methods, Undergraduate Students
Sashikala, James Philomena; Chye, Stefanie Y. L. – Reading Psychology, 2023
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…
Descriptors: Self Management, Reading Strategies, Grade 6, Elementary School Students
Pelletier, Daisy; Gilbert, William; Guay, Frederic; Falardeau, Érick – Reading Psychology, 2022
While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the…
Descriptors: Elementary School Students, Intermediate Grades, Reading Motivation, Reading Comprehension
Medina, Adriana L.; Hancock, Stephen D.; Hathaway, Jennifer I.; Pilonieta, Paola; Holshouser, Kaitlyn O. – Reading Psychology, 2021
This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the…
Descriptors: Faculty Development, Direct Instruction, Reading Instruction, Reading Comprehension
Margolin, Sara J.; Brackins, Timothy – Reading Psychology, 2021
Previous research has demonstrated that negated text (i.e., text that contains words such as "no," "not," or "never") presents considerable challenges to accurate reading comprehension. Furthermore, while metacomprehension judgements have indicated an awareness of this challenge on the readers' part, this insight has…
Descriptors: Reader Text Relationship, Reading Comprehension, Reading Materials, Psychological Patterns
Alkhateeb, Haitham M.; Abushihab, Eiman F.; Alkhateeb, Rasha H.; Alkhateeb, Bataul H. – Reading Psychology, 2021
This study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely…
Descriptors: Reading Strategies, Undergraduate Students, Cross Cultural Studies, Metacognition
Alfarwan, Salah – Reading Psychology, 2021
This research addressed some current issues in L2 reading strategy research (the nature of any gender effect, and the use of multiple data gathering instruments) as well as an important problem at tertiary level in Saudi Arabia (low English reading proficiency). It examined which reading strategies were most widely reported by 120 Saudi EFL…
Descriptors: College Students, Foreign Countries, English (Second Language), Second Language Learning
Okkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C. – Reading Psychology, 2021
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,…
Descriptors: Reciprocal Teaching, Low Achievement, Adolescents, Grade 7
Bergman Deitcher, Deborah; Aram, Dorit; Itzkovich, Inbar – Reading Psychology, 2021
The study examined aspects of parent-child shared reading interactions of two Hebrew alphabet books, children's motivation to engage in early literacy activities, and how these variables relate to children's early literacy skills. Participants were 44 children (32 girls, 12 boys) aged 4.6 to 6.6 years (M = 5.6, SD = 0.54) and one parent (42…
Descriptors: Reading Strategies, Emergent Literacy, Reading Skills, Semitic Languages