Effective Reading Instruction Research Articles

Exploring the Implications of English as an International Language in Reading Instruction

The global expansion of the English language has sparked a growing demand for English education, transforming it into a tool for both local communication and international pursuits. This shift has led to a departure from mere imitation of native speakers towards embracing English as an International Language (EIL). English has evolved from being a language of a few dominant nations to a global lingua franca, resulting in profound implications for English language instruction. The English as an International Language (EIL) program emphasizes the multifaceted role of English in a globalized world. This paper discuss about English as an International Language (EIL) on the pedagogy of reading instruction within the Indonesian educational milieu, where English functions as a foreign language. It delves into the importance of reading as a fundamental skill for academic and professional success, highlighting the complexity of reading as an active cognitive process. Three theoretical perspectives on reading are discussed: the traditional bottom-up approach, the cognitive top-down processing approach, and the meta-cognitive perspective. Each perspective offers valuable insights into effective reading instruction. The paper provides the implication of English as the International Languagefor teaching reading, encompassing pre-reading activities that build vocabulary and background knowledge, during-reading strategies to promote active engagement with the text, and post-reading activities that encourage critical thinking and discussion. It emphasizes the need for a balanced approach that combines psycholinguistic and linguistic components in EFL reading instruction.

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context

ABSTRACT International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language and language of instruction is English. This paper reviews evidence from 17 intervention studies which focused on the teaching of reading comprehension in the distinctive multilingual context of South Africa. Although in line with prior reviews, we found some evidence that reading strategy instruction including vocabulary development are features of successful interventions alongside effective teacher education and resourcing of reading. These findings remained inconclusive due to variability in the quality of research, considerable methodological variations of the studies and the limited number of studies. Research in this field requires a more rigorous scientific approach to improve the evidence base.

Effects of Reading Habit on Academic Performance among Primary School Pupils in North-Central Nigeria

This study aimed to examine the effect of reading habits on the academic performance of primary school pupils in the North-central zone of Nigeria. A stratified sample of 75 pupils in primary four was selected from three schools to ensure a representative sample for the study. The research explored the relationship between pupils’ reading habits and academic performance, employing a mixed-methods approach that integrated qualitative and quantitative designs for a comprehensive understanding of reading’s influence on academic success. The collected data was analysed using appropriate statistical methods. Descriptive statistics, such as frequencies and percentages, were used to summarize the responses of the participants. Inferential statistics, such as linear regression and analysis of variance (ANOVA), were employed to examine relationships between the variables and the effect of the independent variable on the dependent variable. The findings were presented in table form to facilitate clear interpretation and understanding. The study also identified various factors that influenced reading habits, including peer influence, availability of reading materials, and school environment. Thematic analysis was used to distill patterns and themes from participants’ responses and narratives, forming the basis of the research themes. Based on these findings, it is recommended that primary school educators, curriculum developers, and policymakers prioritize the promotion of reading habits among pupils. Creating an enabling environment that fosters a reading culture and provides access to diverse reading materials can significantly enhance the academic performance of primary school pupils. Additionally, it is essential to train teachers on effective reading instruction techniques that can encourage and motivate pupils to develop regular reading habits.

Digital Literacy: Enhancing English Reading Comprehension Among Foreign Language Students

Digital literacy has become an essential tool for authentic communication, information accessibility, and reading development. To enhance reading comprehension among English as a foreign language (EFL) students, an effective reading instruction that integrated technology into language teaching should incorporate digital literacy. This mixed-method study aimed to examine how digital literacy enhanced EFL students' reading comprehension and what focus areas of the digital literacy they employed within and beyond the classroom. Thirty Thai high school students participated in this digital literacy instruction for ten weeks. Findings from the Wilcoxon signed-rank test on the reading comprehension test revealed that the digital literacy enhanced EFL students' reading comprehension, particularly reading and evaluating information from texts. They reported from the questionnaire and semi-structured interviews that they tended to access and process information through the focus area of communicating and information in digital literacy for better comprehension beyond the classroom.

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

AbstractMany Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

BEYOND THE WORDS: THE ART AND SCIENCE OF TEACHING READING INTERACTIVELY

This paper explores the complex landscape of interactive reading practices, with a particular focus on pre-while-post reading stages, sub-reading skills, top-down and bottom-up processing, and intensive and extensive reading strategies. Together, these components are crucial in shaping effective reading pedagogy. The article reaffirms the multifaceted nature of interactive reading, highlighting the importance of a balanced and diverse approach to education. Insights gained from previous research underscore the transformative potential of this approach, providing a pathway to foster a generation deeply passionate about the literary realm. The findings emphasize the significance of a holistic engagement with various reading strategies. An ongoing exploration of these methodologies presents a promising trajectory, not only enriching English language teaching but also nurturing a profound appreciation for the power of reading among learners. As such, the study contributes to the constant conversation on effective reading instruction, providing a foundation for future r<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>esearch and practice in this area.

Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test

Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.

Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties

ABSTRACT Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to do so. The purpose of this study was to explore kindergarten teachers’ self-efficacy beliefs related to providing reading instruction to students with reading difficulties. We also aimed to better understand the barriers to and facilitators of kindergarten teachers’ reading self-efficacy beliefs. Fifteen kindergarten teachers participated in semi-structured interviews and completed surveys related to sense of efficacy and knowledge for teaching reading. Interviews were analysed using a thematic analytical approach. Findings indicated that kindergarten teachers experience a moderate to high level of self-efficacy in providing reading instruction to students with reading difficulties. However, several themes that emerged from the data focused on barriers to, rather than facilitators of, teacher self-efficacy. Implications are discussed, including ways to cultivate stronger self-efficacy beliefs related to reading instruction for students with reading difficulties.

Effective Reading Instruction in ESP: Practical Approaches to Improving Vocational Students’ Content-Area Reading Comprehension

Effective reading instruction in Vocational Higher Education (henceforth VHE) has been criticized as ineffective, as demonstrated by poor reading test results, indicating a deficient students’ reading performance. This article examines and gains insight into the reasons why things occur as they do by discussing the following four topics: (1) describing the context in which reading instruction occurs and why this instructional effort does not work as expected; (2) describing the nature of content area reading; (3) unpacking things that could potentially encourage students’ interests and increase their reading involvement, thereby making their reading more effective; and (4) proposing a set of pedagogical principles that could potentially improve the students optimal reading and comprehension

Teachers’ Opinions about the Teaching of Reading in Spain

Previous research has evidenced which skills are required for reading acquisition and which methods are effective for teaching reading. However, recent research indicated that teachers lack sufficient knowledge about the constructs involved in reading instruction. The purpose of this exploratory study was to examine Spanish teachers’ practice and opinions on reading instruction. Two samples of Spanish teachers, 840 Preschool teachers and 876 Primary teachers, were surveyed about their opinion on reading skills, their reading instruction practices, and methods of detecting and assessing reading difficulties. The questionnaire for primary teachers also included questions on preparedness and knowledge. Most teachers favored whole-word methods, included maturity and motivation, as relevant aids for phonological awareness and showed poor grasp of factors underpinning reading acquisition. Teachers showed inconsistent and limited knowledge of the evidence-based approach for effective reading instruction. Specific programs are needed to provide preservice teachers with evidence-based instruction and continuous training for in service teachers.

The Role of Reading in Enhancing EFL Learners’ Language Proficiency

impact of reading as an effective skill in language learning. In fact, considerable EFL research has confirmed the existence of strong links between reading and language learning achievements. This study investigates the contribution of reading on EFL learners’ language proficiency level, as it explores the language learning benefits of the reading skill and demonstrates its role in developing the communicative competence, writing skill, listening ability, vocabulary amount, and grammatical knowledge. Moreover, it explores the factors that affect students’ reading skills and attempts to examine the difficulties and problems that cause reading deficits. The study also tries to illustrate the factors that help teachers offer a successful reading programme and tends to suggest the steps and the procedures necessary for providing an effective reading instruction. To accomplish this research, a case study was conducted at the Department of English in Paitaxt Institute in the Kurdistan Region of Iraq-Erbil. The informants were first year EFL students and teachers. The research was accomplished in the form of a case study and used both qualitative and quantitative research approaches. Three main research instruments were used: Teachers’ questionnaire, students’ questionnaire, and classroom observation. The results obtained from the three instruments revealed that reading plays important roles in improving and enhancing language skills. Both classroom and extensive reading have abundant language learning benefits. Moreover, the results showed that the lack of motivation and language competence are the main obstacles that cause poor reading

A Framework for Examining Reading-Related Education Research and The Curious Case of Orton-Gillingham

Practitioners seeking an evidence-based reading intervention program for students with specific learning disabilities can fall unknowingly into the research-to-practice gap. Although a vast body of research demonstrates the importance of specific elements of effective reading instruction, current research on the efficacy of individual intervention programs remains weak. To wit, in 2021, Stevens et al. published a meta-analysis on Orton-Gillingham-based reading interventions. The Stevens et al. publication echoed the findings of a similar review conducted by Ritchey and Goeke in 2006: Most studies examining Orton Gillingham are of poor quality. Despite the scarcity of high-quality research on individual programs or approaches, education research can be used to inform the selection of reading intervention programs. In this article, we present a series of questions practitioners can use when evaluating the potential efficacy of a reading program. As each question is posed, we use Orton-Gillingham as an example of how the question could be explored.

텍스트 유형에 따른 고등학생의 추론적 이해 차이

Objectives The purpose of this study is to identify the level of inferential comprehension of high school students and to explore the points to be considered for effective reading instruction and rational evaluation based on this.
 Methods The level of inferential comprehension of 580 high school students enrolled in general high schools in Seoul, Incheon, Gwangju, Ulsan, Gyeonggi, and Gangwon-do was measured by using 40 optional items that can measure inferential comprehension as a test tool. For the response results, descriptive statistics were checked using Google's colab, and t-test and ANOVA were performed to analyze whether there was a difference in inferential understanding by gender and grade.
 Results First, the inferential understanding of the narrative text was significantly higher than that of the explanatory text. However, the difference between connection reasoning and elaboration reasoning was not confirmed. Second, a sub-factor of inferential understanding that was greatly affected by text type was causal reasoning. Third, inferential comprehension of narrative text was significantly higher in female students than in male students, but there was no gender difference in inferential understanding of explanatory text. Fourth, differences by grade were confirmed in both narrative text and explanatory text. A significant difference was not confirmed between the first and second grades, but a significant difference was confirmed between the first and third grades and between the second and third grades.
 Conclusions The educational implications of this study are as follows. First, it is required to consider the text type when evaluating inferential reading instruction and inferential comprehension in high school. Second, educational consideration is required for grade assignment in reading subjects in that inferential comprehension significantly develops in the third year of high school. Third, it is necessary to pay educational attention to the sub-factors of inferential understanding, which showed a relatively low level by text type.

Epeolatry: The Practice of Language Learning Strategies in Reading among Lower Secondary School Students

Learning approaches utilised by the learners of a second language to ease their learning process may vary in each individual. Reading skills are crucial in a language classroom which comprises five requisite components namely phonemic phonics, awareness, vocabulary, fluency and comprehension. Each component is crucial to muster effective reading instruction. Nonetheless, discrepancies in executing the language learning strategies may result in multiple issues in reading achievement. Limited studies were conducted in regards to language learning strategies in reading in the English classrooms previously. Henceforth, the researchers conducted a study to investigate the archetypal language learning methods used by Kuala Lumpur lower secondary school students when reading in English. To collect data, 40 lower secondary students were given an updated version of the Strategies Inventory for Language Learning questionnaire. The results yielded that the students use all of the categories of language learning strategies. The study also disclosed that metacognitive strategies is the prominent language learning strategy among lower secondary school students and these students engaged less in affective strategies. Thus, utilising relevant language learning strategies in reading in English may promote the successful reading skills in English. In this way, teachers are able to apply strategic-based instruction to enhance the reading skills in English among lower secondary school students.

Taking stock of the science of reading: A conversation with Amanda Goodwin

Amanda Goodwin, co-editor of Reading Research Quarterly, talks with Kappan about the research findings presented in two special issues of journal focused on the science of reading. The science of reading is a broad body of research, she explains, that includes not just alphabetics, phonics, and word reading, which receive the most attention in the media. Actual science of reading research also incorporates findings related to motivation, dyslexia, digital texts, and multilingualism. In addition, effective reading instruction does not follow a simple prescription but leaves room for teacher discretion.

The Science of Reading: The Eyes Cannot Lie

The eyes cannot lie. Eye movements are biological data that reveal information about the reader’s attention and cognitive processes. This article summarizes the century-old eye movement research to elucidate reading comprehension performances and more importantly, their implications for reading instruction. This review paper addresses three research questions: (1) What do we know about eye movements? (2) What do we know about reading based on eye movements? (3) What reading instruction suggestions can be made based on eye movement research? Eye movement research show that reading is a selective, dynamic, sampling, integrating, and more than a perceiving process. Implications for reading instruction include: teach beyond phonics, teach beyond text, every element counts, make text natural, and evaluate the result and the process. This study contributes to the timely conversations about the science of reading and reading instruction and presents directions by which more effective reading instruction and policies can be established to address the needs of children and teachers.

Characterizing the knowledge of educators across the tiers of instructional support.

Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers, 74 reading interventionists, and 131 special educators comprising the analytic sample were collected as part of a training initiative in a US state. Participating educators completed a 50-item test of phonological sensitivity, phonemic awareness, decoding, encoding, and morphology. Multiple regression analyses confirmed differences in the levels of knowledge observed between the groups of educators. Reading interventionists demonstrated greater knowledge than classroom teachers and special educators in the total proportion of correct responses and across each domain. Classroom teachers demonstrated greater knowledge than special educators in phonological sensitivity and decoding but did not differ from each other in phonemic awareness, encoding, or morphology knowledge. Special educators provide intervention to students with the most severe forms of reading disabilities, yet they had the lowest level of knowledge. In contrast, reading interventionists, who provide intervention within general education, had the highest levels of knowledge. These findings suggest a need to elevate the knowledge of special educators and consider reading interventionists' role in supporting students identified with a specific learning disability in reading.

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

ABSTRACTEquipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers’ knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.

Teaching Reading Is More Than a Science: It’s Also an Art

ABSTRACTThe role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continued to inform and strengthen what we understand about reading, and new energy has now emerged to bring the science of reading fully into practice. However, the science of reading and teacher craft are each insufficient without the other. In this article, we discuss the art of teaching and advocate that it must be given serious consideration if the science of reading is to be adopted en masse by teachers. We also discuss several reading strategies and their role in effective reading instruction and the art of teaching.

Information Security Management in Financial Organisations: From Policy to Education and Training

The study set out to find out the extent to which analysing the cognitive competences of children, specifically executive function and visual perception, leads to the effective teaching of children with learning disability. An exploratory sequential mixed method research design was used and participants were selected purposively. A sample size of 10 pupils with learning disability was used. A diagnostic test and an observation checklist with items corresponding to the needs of the pupils was used to analyse pupils’ cognitive competences while a quasi-experiment was used to find out if teaching based on an analysis of competences was effective. Data were subjected to both descriptive and inferential statistics. Results showed that an analysis of cognitive competences has a significant influence on the effective teaching of reading and writing to children with learning disabilities. Recommendations were made.