Reading Comprehension Research Articles

Artificial Intelligence-Driven High School English Reading Instruction

This study examines the integration of Artificial Intelligence (AI) technology in high school English reading instruction, analyzing its advantages over traditional teaching methods. A midst the test-oriented education system, high school English reading instruction encounters numerous challenges, including a narrow reading scope for students and a lack of diversity in teaching approaches by educators. The incorporation of AI, particularly Natural Language Processing (NLP), enables in-depth analysis of English reading comprehension and enhances teaching efficiency and student motivation through personalized recommendations, intelligent tutoring, and assessment. AI technology offers tailored learning paths based on specific student needs, achieving personalized instruction, and improves the accuracy and efficiency of assessment through intelligent evaluation and feedback mechanisms. Furthermore, AI enriches teaching resources and interaction modes, increasing student interest and engagement. The study posits that the application of AI technology in high school English reading instruction has broad prospects and is expected to significantly improve educational quality and talent cultivation.

Learning Mode and Bias in the Application of Reading Strategies: A Comparative Study Between Conventional and Distance Education

ABSTRACT The present study scrutinized Iranian EFL learners’ mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test along with a reading strategies scale. Next, Rasch model-based Differential Item Functioning (DIF) analysis was employed to analyze the data. The results of a Rasch analysis showed that the reading strategies scale functioned in the same way for the distance and conventional learners and there was no significant difference between the cognitive and metacognitive strategies used by Iranian EFL distance and conventional learners. Thus, it was concluded that the learning mode did not provoke any bias in the application of reading strategies among Iranian EFL learners. The ascending order of the cognitive and metacognitive strategies used by Iranian EFL learners was comprehending, memory, retrieval and planning, evaluation, monitoring, respectively. In the end, the findings were discussed and implications were provided.

A review of Readlang: Multilingual e-reader for language learners

Reading is a critical skill in language acquisition involving various cognitive and linguistic processes. A good size of vocabulary is required for reading comprehension. However, language learners have been reported to face challenges in grasping unfamiliar words. Recent technological advances might assist learners in language learning in this regard. One instrument is Readlang – a web-based technology that allows users to translate words and phrases in any text on any website. Given the potential pedagogical benefits, this review intends to evaluate Readlang, outlining its features, tackling its affordances for reading skills, and delineating its impediments. Results suggest that Readlang could foster language learning and practice in higher education contexts.

A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity

PurposeThis work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.Design/methodology/approachThis framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.FindingsWe provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.Research limitations/implicationsThe research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.Practical implicationsThe practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.Social implicationsThe social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.Originality/valueWhile qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

Talking it out? Metacognition, teacher talk, and comprehension consequences

This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.

Transformation of the CIRC (Cooperative Integrated Reading and Composition) Model to Enhance Qira'ah

This study aims to describe the implementation of the Cooperative Integrated Reading and Composition (CIRC) model in learning reading skills in the classroom. The CIRC model was chosen because it effectively improves students' literacy skills through collaboration in small groups, compared to other collaborative approaches. This study's background is students' low reading ability in Arabic language classes, so innovation is needed in learning methods. This study uses a qualitative approach with a case study design. The subjects of the study consisted of thirty students in one class. Data collection techniques include observation, in-depth interviews, and document analysis. Observations monitor the implementation of the CIRC model, focusing on teacher-student interactions and group dynamics. Interviews with teachers and students explore their experiences and perceptions of the CIRC model. Document analysis assesses student work, including summaries and shared notes. The results of the study indicate that the CIRC model increases students' active participation and cooperation, as reflected in their enthusiasm and motivation during learning. In addition, students' reading comprehension increases, as reflected in interviews and observations that show students find it easier to understand the text. However, there are obstacles, such as time constraints, differences in reading abilities between students, and teachers' limited experience in implementing this model.

Social presence effect in language comprehension: evidence from event-related potential (ERP) research.

This study aimed to examine the impact of social presence on Chinese reading comprehension and associated neural responses. Participants tasked with reading Chinese sentences either alone or in the presence of others and subsequently assessing the accuracy of the sentences' meanings. Concurrently, we recorded the participants' electrical brain responses to critical word processing. Behavioral results indicated no significant effect of social presence on the judgment of sentence accuracy. Electroencephalogram (EEG) results, however, revealed that reading in the presence of others elicited more pronounced left anterior negativity (LAN) components in the left front of the scalp compared to reading alone. Additionally, incorrect meanings triggered larger N400 and P600 amplitudes in the mid-parietal region than correct meanings. Social presence intensifies early neural responses during the reading of Chinese sentences, although it does not influence semantic integration or conflict resolution. These findings support the notion that social context affects language processing.

Interactive Multimedia Environment Intervention with Learning Anxiety and Metacognition as Achievement Predictors

Background: Interactive learning environments have emerged as transformative tools in education, enhancing engagement, academic performance, and addressing challenges like learning anxiety. This study examines the influence of multiple variables, including anxiety, internet usage for problem-solving, attitude towards a history course, metacognitive awareness, and interactive learning environments, on seventh-grade students’ academic performance. Methods: Using the Exploration of Attitudes Towards History Scale (EDIS) scale to measure attitudes and the Metacognitive Awareness of Reading Strategies Inventory-Revised Two-Factor Version (MARSI-2fR) to assess metacognitive awareness, the study evaluated historical knowledge across three stages, namely pre-intervention, post-intervention, and a one-month-later retest. A comparative analysis was conducted between the control group and the intervention group. The statistical analyses involved the calculation of correlation coefficients, the implementation of general linear models, and the performance of Wilcoxon signed-rank tests. Results: The findings indicated that prior to the intervention, factors such as learning anxiety and the extratextual component of metacognition were statistically significant predictors of achievement. However, the aforementioned factors ceased to be statistically significant when the parameter of study strategies was incorporated into the statistical model. The impact of the interactive learning environment on students’ achievement is highly statistically significant in terms of post-test scores, while the influence of all other predictors becomes insignificant. The retest confirmed the continued maintenance of the achieved results as evaluated following the intervention. Conclusions: The study confirms previous research demonstrating that interactive learning environments are an effective method of enhancing students’ academic performance and reducing the negative impact of learning anxiety.

Covert Sourcing Strategies as Activism Against Fake News

ABSTRACTIn the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research‐to‐practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.

Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading.

With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading.

Reading Achievement of Chilean Second-Grade Students after Covid-19

Background: Low levels of reading comprehension have remained persistent in South America, as evidenced by third-grade results from the ERCE. A deeper understanding of the underlying reading subprocesses is essential to addressing reading comprehension lags in the region. Methods: We conducted a diagnostic study to assess the reading skills of a representative sample of Chilean second-grade students from a large metropolitan area. Results: for 60% of students reading comprehension was below the level expected by the end of first-grade. These results cannot be explained by language comprehension alone, since most of those students (63%) had above second grade listening comprehension skills. Instead, low reading comprehension levels seem to be more strongly associated with deficits in frequent word recognition and vocabulary knowledge. Specifically, 88% and 58% of these students, respectively, performed below end-of-first-grade levels. Conclusions: strengthening these specific reading subprocesses is crucial to prevent comprehension deficits as reading tasks become more complex.

Integrating Extensive Reading Strategy Training with Innovative Technologies: fsQCA on EFL Learner Autonomy and Vocabulary Acquisition

The integration of extensive reading strategies and innovative technologies has become a vital component of English as a Foreign Language (EFL) education. While extensive reading (ER) fosters learner autonomy and vocabulary acquisition by promoting engagement with diverse reading materials, the incorporation of digital tools—such as e-books, online platforms, and mobile applications—has further enhanced accessibility and interactivity. However, gaps remain in the understanding of how these elements interact and which configurations yield optimal outcomes for learners, especially in terms of fostering self-directed learning and vocabulary growth. This research addresses these gaps by employing fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine the interplay between extensive reading, metacognitive strategies, and technological tools. Data were collected from 130 EFL learners through pre- and post-tests, questionnaires assessing learner autonomy, and classroom observations. Results reveal three effective pathways to learner autonomy and vocabulary acquisition: (1) comprehensive integration of extensive reading, technology, and metacognitive strategies; (2) focus on traditional reading and metacognitive strategies without technology; and (3) technology and metacognitive strategies without extensive reading. Extensive reading was found to be the most impactful strategy, achieving the highest correlation with autonomy and vocabulary acquisition. The study concludes that a balanced approach, combining extensive reading, metacognitive strategies and selective use of technology, offers the most effective framework for fostering EFL learners' autonomy and vocabulary development. These findings provide valuable insights for educators and policymakers when designing language-learning programs tailored to diverse learner needs while ensuring the strategic use of both traditional and digital methodologies.

Exploring the impact of the uncanny valley effect on teenagers’ attitudes toward virtual characters and EFL reading comprehension skills

Exploring the impact of the uncanny valley effect on teenagers’ attitudes toward virtual characters and EFL reading comprehension skills

Scale Validation and Intervention Effects of Metacognitive Reading Strategies in CET-6: A Study in Chinese Second-Tier University Setting

This study validated a metacognitive reading strategy questionnaire for CET-6 Reading (College English Test-Band 6) and investigated the effectiveness of metacognitive reading strategy instruction on CET-6 reading performance. The research was conducted at a second-tier university in China, involving 478 participants in the factor analysis phase, with 245 questionnaires used for Exploratory Factor Analysis (EFA) and 233 questionnaires used for Confirmatory Factor Analysis (CFA). In the intervention phase, there were 80 participants in total, with 40 participants in each of the experimental and control groups. The participants in the factor analysis phase and the intervention phase were independent of each other. The study employed quantitative research methods, including EFA and CFA using SPSS 26.0 and AMOS software to validate the reliability and validity of the questionnaire. Additionally, independent samples t-tests were used to compare the pre- and post-intervention test and survey scores between the experimental group (EG) and the control group (CG).The results indicated that the adapted questionnaire demonstrated good reliability and validity, confirming its suitability as a tool for measuring metacognitive strategy use in CET-6 reading. Furthermore, the intervention effectively improved students' reading performance and the use of metacognitive strategies, suggesting that incorporating metacognitive reading strategies into instruction has a positive impact on students' reading performance.This study highlights the importance of incorporating metacognitive reading strategies into pedagogical practices, providing information for improving the CET-6 pass rate accordingly.

The Screening Tomosynthesis Trial with Advanced Reader Methods (STREAM): design and rationale of a population-based breast cancer screening trial.

It is uncertain what the effects of introducing digital breast tomosynthesis (DBT) in the Dutch breast cancer screening programme would be on detection, recall, and interval cancers (ICs), while reading times are expected to increase. Therefore, an investigation into the efficiency and cost-effectiveness of DBT screening while optimising reading is required. The Screening Tomosynthesis trial with advanced REAding Methods (STREAM) aims to include 17,275 women (age 50-72 years) eligible for breast cancer screening in the Netherlands for two biennial DBT screening rounds to determine the short-, medium-, and long-term effects and acceptability of DBT screening and identify an optimised strategy for reading DBT. The control group will consist of 86,400 women selected from the database of the Dutch breast cancer screening programme screened with digital mammography. The intervention group will undergo DBT examinations only. Four different reading strategies will be evaluated on a subset of first-round screening exams. These four strategies will also be evaluated combined with replacing one of the two readers with AI predictions. The Microsimulation Screening Analysis (MISCAN)-Breast model will be used to estimate the long-term outcomes of DBT screening assuming the best-performing reading method. The primary outcome measure is the IC and advanced cancer rate at the second round (combined endpoint) in the DBT group compared to the control group. Secondary outcome measures are participation, recall and detection rates, positive predictive value, acceptability, reading method with the best case-based area under the curve and reading time, predicted breast cancer mortality, number of cancers overdiagnosed, and cost-effectiveness. Question The short-, medium-, and long-term effects of digital breast tomosynthesis (DBT)imaging in the Dutch breast cancer screening programme are unknown, but essential to decide about implementation. Findings This protocol paper describes the primary endpoint of the STREAM trial: the combined interval and advanced cancer detection rate at the second DBT round. Clinical relevance The STREAM trial is a prospective, non-randomised, population-based study in the Dutch breast cancer screening programme, that aims to evaluate the effects and acceptability of two rounds of DBT screening to determine if DBT can enhance the programme's outcomes.

The Correlation Between Students’ Reading Speed and Their Reading Comprehension in Narrative Text at the Ninth Grade of SMPN 1 Ampek Angkek

The Correlation Between Students’ Reading Speed and Their Reading Comprehension in Narrative Text at the Ninth Grade of SMPN 1 Ampek Angkek

Effect of pharmaceutical pictograms on the textual comprehension of Prescription Medication Leaflets: A randomized controlled trial.

Clear patient instructions are essential in pharmaceutical care. However, literature reveals a consistent gap between the readability of medication messages and population skills. This study aimed to assess the comprehension of information in three Prescription Medication Leaflets, with and without supplementary US Pharmacopeia (USP) pictograms, among Spanish adolescents completing secondary education. We conducted a multicenter randomized controlled trial. From March to June 2022, 590 students were randomly assigned to read Prescription Medication Leaflets for ibuprofen, amoxicillin/clavulanic acid, and omeprazole, with or without USP pictograms. Comprehension was evaluated via questionnaire, alongside the European Health Literacy Survey short form, and sociodemographic data were collected. Mann-Whitney U and chi-square tests were used for analysis. Participant comprehension was significantly below the European standard, which requires at least 80% readability for Prescription Medication Leaflets, even with pictograms. Pictograms, however, significantly enhanced comprehension across all medication package inserts (p<0.001 for all comparisons), especially among students with higher health literacy. High health literacy was a statistically significant factor in comprehension only within the experimental group (p=0.005; p=0.039; p=0.004). The discouraging results highlight the imperative for innovation in medication labeling design, employing patient-centered approaches. USP pictograms have been shown to significantly enhance the reading comprehension of medication package inserts among the Spanish population.

The Effect of Utilizing Nearpod With Guided Reading Strategy on EFL Primary Pupils' Reading Comprehension Skills and Motivation

The current study examined the effect of using Nearpod with a guided reading strategy on primary pupils’ reading comprehension skills and motivation. I designed three tools to accomplish the research, including a reading skills checklist, a reading test, and a reading motivation scale. The results confirmed that the regular technique used in teaching is not as significant as using Nearpod with a guided reading strategy. The experimental group of pupils outperformed their counterparts in the control group in the reading comprehension test and reading motivation scale. Using Nearpod with guided reading improved reading comprehension skills and motivation.

Exploring the Relationship Between Self-efficacy Beliefs, Autonomy, and TOEFL Reading Comprehension Ability Among Medical Students: A Mixed-Methods Study

Background: The purpose of this study was to examine whether a significant relationship exists among medical students' autonomy, self-efficacy, and performance in the reading comprehension section of the TOEFL. Methods: A total of 60 male and female medical students were randomly selected from those attending TOEFL preparatory courses at the Urmia Medical University Language Center, Urmia, Iran. All participants completed the 25-item self-efficacy Scale (Smith &amp; Betz, 2000) and the Learner Autonomy Questionnaire (Zhang &amp; Li, 2004). Additionally, their scores on the TOEFL reading section were collected and analyzed using correlation and regression tests. Simple linear regression and multiple regression analyses were employed to examine the relationships and predictive effects of the independent variables (autonomy and self-efficacy) on the dependent variable (TOEFL reading comprehension scores). Results: The mean age of the participants was 22.6 ± 2.05 years, with the majority being female (68.3%). The mean scores for self-efficacy, autonomy, and the TOEFL reading section were 96.1 ± 9.96, 70 ± 16.07, and 22.01 ± 1.64, respectively. The findings revealed that students’ self-efficacy levels could predict their TOEFL reading scores by up to 64%, as indicated by a Pearson correlation value of 0.797 with a significance value of 0.000 (P-value &lt; 0.05). However, no significant relationship was found between medical students’ autonomy and their TOEFL reading comprehension performance (Pearson correlation = 0.311, significance value = 0.691, P-value &gt; 0.05). Qualitative data gathered from 10 medical students during semi-structured interview sessions corroborated the quantitative findings. Conclusions: Medical students' autonomy did not show a significant correlation with their performance on TOEFL reading texts. However, self-efficacy significantly correlated with and predicted their performance on reading comprehension texts. Therefore, syllabus designers should consider learners' individual differences, particularly their self-efficacy, when developing English courses.

Feasibility of real-time fMRI neurofeedback for rehabilitation of reading deficits in aphasia.

Reading impairments, a common consequence of stroke-induced aphasia, significantly hinder life participation, affecting both functional and leisure activities. Traditional post-stroke rehabilitation strategies often show limited generalization beyond trained materials, underscoring the need for novel interventions targeting the underlying neural mechanisms. This study investigates the feasibility and potential effectiveness of real-time functional magnetic resonance imaging (fMRI) neurofeedback (NFB) intervention for reading deficits associated with stroke and aphasia. We enrolled left-hemisphere stroke survivors in the subacute recovery period and healthy controls in an fMRI NFB intervention study focusing on increasing activation within the left supramarginal gyrus (SMG), a critical region for reading supporting orthography-phonology conversion. Preliminary findings demonstrate that stroke participants showed significant improvements in reading comprehension and phonological awareness, as evidenced by marked gains on the Reading Comprehension Battery for Aphasia (RCBA) and a phonology two-alternative forced choice test. Functional MRI results indicated that stroke participants exhibited increased activation from day 1 to day 3 of NFB training within the left SMG and the broader left hemisphere reading network, particularly during challenging nonword reading tasks. Healthy controls also showed increased activation during NFB regulation and reading tasks, but these changes were outside the traditional reading network, involving regions associated with cognitive control, reward anticipation, and learning. In both stroke participants and healthy controls, we also found changes in dynamic functional connectivity of multiple resting state networks from before to after NFB training. Although preliminary, this research contributes to the development of biologically informed interventions for reading deficits in aphasia, representing an early step towards improving post-stroke rehabilitation outcomes. Future randomized controlled trials are necessary to validate these findings by including a sham NFB control group within a larger participant sample. The study was preregistered on ClinicalTrials.gov, NCT# NCT04875936.