General Reading Comprehension Research Articles

Children’s understanding of referential nominal metaphors: a path to the heart of text comprehension

ABSTRACT A referential metaphor is a cohesive tie between lexical items that are metaphorically related, (e.g. “The seagull took the bread from the coffee table. No one heard the thief”). The reference from the thief back to the seagull is metaphorical because thieves are human. The present article presents arguments and some empirical evidence that resolution of referential metaphors shares several of the core processes of general text comprehension. Two studies are reported. The first study found that resolution of referential metaphors is closely correlated to text comprehension and that ability to resolve referential metaphors contributes unique variance to reading comprehension over and above resolution of literal references. The goal of the second study was to explore in depth the inferential processes involved in the resolution of referential metaphors. This second study assessed the relative contributions of text-based (“bridging”) and knowledge-based inferences to the resolution of referential metaphors. The results support the assumption that resolution of referential metaphors requires a combination of these two types of inferential processes in addition to other components that are shared with text comprehension. Together, the two studies indicate the processing of referential metaphors shares inferential processes with general reading comprehension and thus open new theoretical and practical perspectives.

Improving cognitive-state analysis from eye gaze with synthetic eye-movement data

Eye movements can be used to analyze a viewer’s cognitive capacities or mental state. Neural networks that process the raw eye-tracking signal can outperform methods that operate on scan paths preprocessed into fixations and saccades. However, the scarcity of such data poses a major challenge. We therefore develop SP-EyeGAN, a neural network that generates synthetic raw eye-tracking data. SP-EyeGAN consists of Generative Adversarial Networks; it produces a sequence of gaze angles indistinguishable from human ocular micro- and macro-movements. We explore the use of these synthetic eye movements for pre-training neural networks using contrastive learning. We find that pre-training on synthetic data does not help for biometric identification, while results are inconclusive for the detection of ADHD and gender classification. However, for the eye movement-based assessment of higher-level cognitive skills such general reading comprehension, text comprehension, and the distinction of native from non-native readers, pre-training on synthetic eye-gaze data improves the models’ performance and even advances the state-of-the-art for reading comprehension. The SP-EyeGAN model, pre-trained on GazeBase, along with the code for developing your own raw eye-tracking machine learning model with contrastive learning, is available at https://github.com/aeye-lab/sp-eyegan.

What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices

AbstractThis article presents the results of a multi‐site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general reading comprehension practices of graduate students. The results also demonstrate how social annotation can operate as a pathway for understanding learning in process. We hope this study can act as a catalyst for discussion in the development of students' metacognitive practices.

General and Academic Vocabulary Sizes and Reading Comprehension among the First Year BSED English Students

Proficiency in the English language comprises a wide range of skills, including listening, speaking, reading, and writing. Among these skills, reading comprehension holds particular importance as it enables students to effectively process and understand written text. An essential factor contributing to successful reading comprehension is vocabulary, which plays a fundamental role in the reading process. This study aimed to explore the relationship between reading comprehension and vocabulary, specifically focusing on general and academic vocabulary commonly used in English learning and academic settings. The research utilized a descriptive-correlational method, employing Pearson’s r method to establish a significant relationship between the two variables. The results revealed significant findings for each type of vocabulary and reading comprehension. The learners demonstrated a very high general vocabulary and an above-average academic vocabulary size. Additionally, the learners exhibited an average level of reading comprehension. These statistical findings emphasize the significant relationship between the variables studied, emphasizing their mutual influence. To enhance students’ academic performance, the researchers suggest implementing modules comprising diverse activities and exercises to promote the development of both academic vocabulary and reading comprehension skills.

Improving Content Area Acquisition of Middle School Students With and Without Reading Difficulties: Evidence-based Instruction Implemented in General Education Classrooms

<p>本研究主要目的在探討普通班學科閱讀教學對中學生學習表現的成效。本研究採準實驗設計，首先於台北地區招募國中社會領域教師參與者2人，實驗組學生即為教師參與者授課班級學生，共182人，對照組學生來自另一所學校，共119人，學生參與者皆為七、八年級學生，合計301人，實驗與對照組在閱讀相關能力基準線一致。實驗組教學為普通班第一層級社會領域學科閱讀教學，以海洋國家為議題，共6節課，於彈性課程實施。對照組學生則未接觸任何閱讀教學，也未接觸實驗教學之文本、材料。實驗教學之教材與教學資源皆由研究者設計提供，並透過教師專業發展培訓提供支持。為確保教師依據研究設計執行教學，本研究以教學觀察進行處遇精準度評量，包括教學忠誠度與教學傳遞品質。研究者首先以全體樣本檢驗實驗教學對整體學生的成效，再進一步於實驗、對照組區分出38與31位閱讀困難者，以進一步檢驗實驗教學對閱讀困難者之成效。研究發現實驗教學對中學生學科學習的近遷移有效，包括學科詞彙、知識與閱讀理解；此外，實驗教學亦有助於維持閱讀困難中學生的學科閱讀理解，顯示證據本位學科閱讀教學可於第一層級落實，並適用於所有學生。本研究基於上述研究結果，對中學階段學科教學實務提出建議。</p> <p> </p><p>This study examined the effects of a content area reading instruction (treatment) implemented by middle school social studies teachers. Two teacher participants were recruited from one public school in Taipei. Overall, 182 students from teacher participants’ classes were recruited for treatment condition, and another 119 student participants were recruited for comparison from another public school. There were a total of 301 participants, all of which were seventh- and eighth-graders. Using a quasi-experimental design, baseline equivalence between treatment and comparison groups was established on the related reading measures. The treatment instruction was a Tier-1, six-session content area reading instruction focusing on ocean topics in social studies. All the treatment lessons, including detailed instructional scripts, texts, and teaching materials, were developed and provided to the teachers by the researcher. The comparison group was not exposed to any reading instructions, nor to the texts and materials of the treatment instruction. A treatment fidelity check including adherence and quality of delivery was conducted during the entire teaching by observations to ensure the treatment fidelity. The overall treatment effect on students was examined on the entire sample. Next, 38 and 31 students with reading difficulties were identified according to the general reading comprehension measure in both groups. The treatment effects on students with reading difficulties were further examined using this subsample. Results showed that students who received the treatment outperformed those in the comparison group on proximal measures, including academic vocabulary, content area knowledge, and content area reading comprehension. The content-area reading comprehension performance of students with reading difficulties remained consistent with treatment but significantly decreased in comparison. In addition, the results indicate that the treatment was facilitative for students both with and without reading difficulties in general classrooms, implying the effectiveness as well as the importance of the evidence-based content area reading instruction implemented in the Tier-1 setting. Further conclusions and suggestions concerning content area instructional practices were specified based on the findings of the study.</p> <p> </p>

Translanguaging and Reading Comprehension of Filipino ESL Intermediate Learners

This study investigated the connection between translanguaging and reading comprehension of Filipino ESL intermediate learners. The respondents were intermediate pupils enrolled in the selected central schools in Bicol, Philippines. The respondents’ ages range from 8 to 12 years old, and 124 students (27.55%) were males while 326 students (72.44%) were females. The descriptive-correlational method was used in the study. The descriptive method was used to describe the reading performance of the ESL intermediate learners and their translanguaging factors, while Pearson Product Moment Correlation was used to determine the relationship between the two variables. The primary instruments used were validated teacher-made reading comprehension test and translanguage factors survey questionnaire. Data disclosed that the general reading comprehension of the ESL intermediate learners along with vocabulary, drawing inferences, and getting the main idea, are very satisfactory. Meanwhile, the different translanguaging factors, along with personal, teacher, and social, were surveyed and identified in the study. The statistical test revealed that the reading comprehension of the respondents was significantly correlated with the identified translanguaging factors. Thus, it is recommended that teachers should promote group discussions and allow open interactions in the classroom. Teachers should allow the use of both the home language and English; employ translanguaging pedagogy in teaching reading; foster an understanding and acceptance of linguistic differences; promote multilingualism, and allow indigenous languages to be used in education to facilitate meaningful learning.

Reading comprehension strategies for expository texts: Children with and without ASD

BackgroundReading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). MethodTwo groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. ResultsWithout strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups’ improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). ConclusionsStrategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed.

Investigating the Impact of Meta-discourse on Task Achievement of IELTS General Reading Modules

This study investigates the impact of Meta-discourse on task achievement of IELTS general reading module. The inquirer analyzed and interpreted the collected data to find out if meta-discourse markers have positively affected the participants, Iraqi EFL learners, to improve their reading comprehension ability. The researcher recruited and finally selected 160 undergraduate students (80 experimental groups and 80 control groups) majoring in English from 7 classes in Baghdad University with different language proficiency levels, i.e., elementary, lower-intermediate, intermediate, and upper-intermediate. Employing One-way and Two-way ANOVA analyses, the inquirer found out that the use of Meta-discourse markers in experimental groups left a positive impact on the students of different language proficiency levels in their approach to IELTS general reading comprehension tasks. In a parallel analysis, the researcher administered SORS questionnaire to investigate the reading strategies and found that all the students in different proficiency levels performed in SORS significantly better in the treatment group as compared to the performance of the EFL learners in control groups.

Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five

The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160 students received Read STOP Write, and 191 students received RARE Reading & Writing. Data included pretest and posttest measures of students’ informational text structure identification, reading comprehension, and writing quality, and interviews to understand teachers’ perceptions of the social validity of the interventions. Student measures were analyzed using three-level hierarchical linear modeling. Teacher interviews were analyzed qualitatively using typological analysis. Results indicated that students who received Read STOP Write outperformed students who received RARE Reading & Writing on a researcher-developed measure of informational writing quality with promising effects on measures of informational text structure identification and reading comprehension skills but no effects on standardized measures of general reading comprehension or writing quality. Teacher interviews revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Implications for research and practice are discussed.

Genetic background of dyslexia and dysgraphy in children

The review is devoted to one of the current problems of pediatric neurology - reading and writing disorders in children as part of a partial developmental disorder. With the development of neuroscience, the paradigm of «brain damage» in the understanding of a number of pathological conditions was replaced by the concept of «evolutionary neurology». The dominance of the ontogenetic approach caused the appearance of a new section in ICD-11 - «Neurodevelopmental disorders». Twenty-one genes associated with the acquisition of reading and writing skills have been identified. Modern studies demonstrate the connection of neuropsychological prerequisites for reading and writing, and clinical phenotypes of dyslexia with changes in specific loci. It is assumed that there are different molecular genetic bases for dyslexia and dysgraphia depending on ethnicity, orthographic features of language, including logographic features. Pleiotropy of genes is a cause of comorbidity of reading and writing disorders with attention deficit and hyperactivity disorder, specific speech articulation disorders, and dyscalculia. A key function of many of the identified genes is their involvement in the processes of neurogenesis. Their dysfunctions cause atypical neuronal migration, ectopic formation, inadequate axonal growth, and dendrite branching at the early stage of brain development. Morphological changes can distort the correct distribution and/or integration of linguistic stimuli in critical brain areas, leading to abnormalities in phonology, semantics, spelling, and general reading comprehension. The knowledge gained can form the basis for the development of risk models for dysgraphia and dyslexia formation and be used as a diagnostic and/or screening tool, which is important for evidence-based correction, optimization of academic performance, and mitigation of psychosocial consequences.

The Relative Contribution of Vocabulary Knowledge and Syntactic Knowledge to L2 Reading Comprehension

The purpose of this study was to investigate: 1) the relationship between L2 vocabulary/ L2 syntactic knowledge and L2 reading comprehension and 2) the relative role of vocabulary and syntactic knowledge in L2 reading comprehension. L2 reading comprehension was examined as literal, inferential, and evaluative comprehension as well as general reading comprehension. For this study, 47 Korean software high school EFL learners were administered a vocabulary knowledge test, a syntactic knowledge test, and a reading comprehension test. Results revealed that vocabulary as well as syntactic knowledge significantly correlated to general reading comprehension; however, vocabulary knowledge was correlated to literal and inferential comprehension, and syntactic knowledge to inferential and evaluative comprehension. For vocabulary knowledge, all of the frequency bands except 2K and 4K word families of the Vocabulary Size Test (VST) (Nation & Beglar, 2007) significantly correlated to general reading comprehension and inferential comprehension; however, low-frequency vocabulary showed the connection with literal comprehension, and high-frequency vocabulary with evaluative comprehension. Additionally, only syntactic knowledge played a crucial role in general reading comprehension and inferential comprehension, after controlling for other variables. Vocabulary knowledge was not found to be a significant predictor of reading comprehension. The findings imply the need for teaching syntactic knowledge as well as a broad range of vocabulary, in a Korean EFL reading comprehension class.

Aberrant prefrontal functional connectivity during verbal fluency test is associated with reading comprehension deficits in autism spectrum disorder: An fNIRS study.

Children with autism spectrum disorder (ASD) show marked difficulties in reading comprehension, a complex cognitive skill fundamental to successful daily functioning that is associated with core executive functions. However, the neurophysiological mechanisms underlying reading comprehension deficits in these children remain elusive. Twenty-one right-handed males with high-functioning ASD (mean age = 10.24 years) and 23 age-, IQ-, educational level-, sex- and handedness-matched typically developing (TD; mean age = 10.14 years) individuals underwent a reading comprehension test and the semantic verbal fluency test that tapped core executive functions underlying reading comprehension during concurrent prefrontal functional near-infrared spectroscopy (fNIRS) measurement. Participants’ information processing efficiency was also assessed. High-functioning ASD children exhibited general reading comprehension [main effect of group: F(1,40) = 7.58, p = 0.009], selective verbal fluency deficits [Group × category interaction: F(1,42) = 4.90, p = 0.032] and slower processing speed (t42 = 2.36, p = 0.023). Regarding the hemodynamics of the prefrontal cortex (PFC), although ASD individuals showed comparable patterns of PFC brain activation to their healthy counterparts, lower PFC intrahemispheric [main effect of group: F(1,42) = 11.36, p = 0.002] and interhemispheric [main effect of group: F(1,42) = 7.79, p = 0.008] functional connectivity were evident during the semantic verbal fluency test. At the whole-group level, poorer reading comprehension performance was associated with poorer performance in the semantic verbal fluency test (r42 = 0.508, p < 0.001). Moreover, poorer semantic verbal fluency test performance was associated with slower information processing speed (r42 = –0.312, p = 0.044), which is associated with reduced left medial PFC functional connectivity (r42 = –0.319, p = 0.040). Abnormal intrahemispheric and interhemispheric prefrontal hypoconnectivity is associated with deficits in executive processes essential for reading comprehension in ASD. Our study has provided important implications for the neuropsychological and neurophysiological mechanisms underlying reading comprehension deficits in ASD.

Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model

Reading comprehension is an essential skill for learning in general and in science classes. Problems with reading comprehension might hinder students’ participation in learning science. Text in science includes specific language features that distinguishes it from narrative text, so should reading instruction be part of teaching science? The direct and inferential mediation (DIME) model of reading comprehension subsumes factors that influence reading comprehension. It was tested separately regarding narrative text as well as expository text in English; however, both have not been tested by directly comparing them to each other. In this study, we investigated to what degree general reading comprehension of narrative text is directly comparable to topic-specific reading comprehension of science text. Hence, first the applicability of the DIME model of reading comprehension in another language (i.e. German) was tested. Second, a general reading comprehension model was directly compared to a topic-specific model for reading comprehension of science text. Participants across the two studies were 704 German Grade 8 students who completed measures of comprehension and the DIME predictor variables. Results of two path analyses indicate the general applicability of the model for another language and additionally for both genres. However, some differences are highlighted that may be of importance in future science-specific studies as well as for teaching science.

Exploring the relation between the structure strategy and source attention in single expository text comprehension: a cross-sectional study in secondary education

Organisational signals and sources can be considered metatextual cues that guide the processing of the discourse. Organisational signals encourage readers to use the structure strategy, while source information reveals the epistemic and formal properties of texts. This study addressed three gaps in prior research about these topics: (1) whether organisational signals were useful for 12–14/14–16-year-old students reading causal and sequential texts, (2) the role of sources in single-text understanding, and (3) the relationship between sensitivity to organisational signals (rhetorical competence) and attention to sources. Participants read causal and sequential texts with or without these metatextual cues and wrote a summary. Summary quality was considered an indicator of understanding and using the structure strategy. The number of sources translated into the summaries was considered an indicator of source attention. The results indicated that (1) organisational signals had an effect on summary quality in both age groups and texts; (2) sources did not affect summary quality, but when participants read signalled texts, the number of sources mentioned made a unique contribution to summary quality beyond decoding, general reading comprehension and rhetorical competence; and (3) the number of sources mentioned correlated with rhetorical competence among participants who read the signalled texts. These results suggest that 12–16-year-old students need the aid of organisational signals to launch the structure strategy with causal and sequential texts and that sources may be more useful in combination with organisational signals, but only for students with some level of rhetorical competence, illustrating the intricacy of literacy development.

Validated tests for language research with university students whose native language is English: Tests of vocabulary, general knowledge, author recognition, and reading comprehension.

We present five studies aimed at developing an L1 vocabulary test for English-speaking university students. Such a test is useful as an indicator of crystallized intelligence and because vocabulary size correlates well with reading comprehension. In the first study, we tested 100 written words with four answer alternatives, based on Nation's Vocabulary Size Test. Analysis suggested two factors, which we interpreted as the possible existence of two types of difficult words: unknown words for general knowledge and unknown words for specialized knowledge. In Study 2, we attempted to develop a vocabulary test for each type of word, and these tests were then validated in Study 3. Since the test for general words proved too easy for the target population, we improved it in a fourth study by creating and testing more difficult items. Finally, a fifth study was conducted to validate the new test. Unexpectedly, Study 5 found a high correlation (r = .82) between the general knowledge vocabulary test and the specialized knowledge vocabulary test, suggesting that they measure the same latent factor, contrary to our initial assumption. Both tests have high reliability (r > .85) and correlate well (r > .4) with general knowledge, author recognition, and reading comprehension. In addition, a collection of other language tests was used and improved to verify the validity of the vocabulary tests. An exploratory factor analysis of all tests identified three factors (text comprehension, crystallized intelligence, and reading speed), with the vocabulary tests loading on the factor crystallized intelligence, which in turn correlates with reading comprehension. Structural equation modeling confirmed the interpretation.

Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension.

Many middle school students perform below grade-level standards in reading (National Center for Education Statistics, Washington, 2019), and recent observation studies demonstrate middle school teachers’ limited use of reading comprehension practices within content area instruction (e.g., science and social studies; as reported by Greenleaf (in: Hinchman (ed) Adolescent literacies: A handbook of practice-based research, Guilford Press, 2017)). In this experimental pilot study, we aimed to boost middle schoolers’ reading comprehension outcomes by providing schoolwide professional development (PD) on integrating reading comprehension practices within content instruction for English language arts, social studies, and science teachers. Six schools were matched into pairs and randomized to the schoolwide PD or a business-as-usual (BAU) condition. Content area teachers in schools assigned to the PD condition received distributed PD resources to support implementation, and coaching in one reading comprehension practice in the fall (i.e., get the gist) and one in the spring (i.e., asking and answering questions). Contrary to traditional PD, this PD was implemented across three content areas, was narrow in scope but long in duration (one practice per semester), focused on practices that could feasibly be integrated into content area instruction, and included ongoing coaching in content area teams. Students in schools assigned to the PD condition significantly outperformed those in the BaU condition on a measure of main idea generation (ES = 0.29) but not on measures of asking and answering questions (ES = 0.11) and general reading comprehension (ES = − 0.09). Findings suggest promise for implementing schoolwide approaches embedded within content area instruction to improve reading comprehension performance for middle school students.

Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children

Knowledge about the smallest meaningful units of language, morphemes, is crucial for vocabulary and reading comprehension. This meta-analysis of 43 studies examined differences in morphological knowledge in the societal language between language-minority and language-majority children. There was a moderate to large mean group difference in morphological knowledge in favor of the language-majority children. Studies that examined inflectional knowledge (walk–walked, rose–roses) reported larger differences than studies that examined knowledge of derivations (coexist, serious) and compounds (bluebird, highlight). Studies that used oral tests and tests of expressive language reported larger differences than studies that used written tests and tests of receptive language. These findings show that morphology is an area of weakness in language-minority children. Paired with the evidence that morphological instruction improves general language ability and reading comprehension, the results suggest that morphology could be an essential component in language interventions for language-minority children.

Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension

Reading comprehension (RC) is a cognitive ability linked with higher-order cognitive functions referred to as executive functions (EFs) and is also associated with educational achievement. To date, there is little research exploring links between reading comprehension, EFs, and personality traits. This study attempts to fill this gap by elucidating the role of EFs, trait impulsivity, and trait anxiety in RC among university students. To achieve a more in-depth examination, RC is divided into its global and local subskills. Ninety university students (83% female) completed self-report questionnaires on EFs, impulsivity, and anxiety, a neuropsychological task for cognitive flexibility, and global/local RC assessments. Our results indicated distinct associations between poor general EFs and poor global RC, poor cognitive flexibility and poor local RC, and, finally, between high impulsivity and adequate global RC. Individual differences in global and local information processing strategies in the context of attentional processes and personal traits of the university students, is discussed.

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators.

Many studies have examined literacy and related skills among learners of English as a foreign language (EFL), but little attention has been given to the role of oral language within a cross-linguistic framework despite the fact that English is the most widely spoken additional language today. Oral narratives rely on lexical, morphosyntactic, and conceptual knowledge. An in-depth examination of this modality can shed light on specific associations between cognitive and linguistic L1 and EFL skills and suggest possible mediating variables that assist multilingual speakers in producing complete oral narratives in EFL. The present study examined L1 and EFL contributors to EFL oral narratives produced by native Arabic (n = 85) and Hebrew (n = 86) speaking sixth graders seeking to identify cross-linguistic influences. We assessed general cognitive skills, phonological memory (PM), lexical, morphosyntactic knowledge, and reading comprehension in L1 (Hebrew speakers), Modern Standard Arabic (MSA, L2), L3 Hebrew (for Arabic speakers) and EFL. The “Cookie Theft” task assessed EFL elicited narratives using modified narrative analysis scales to account for microstructure (lexical and morphosyntactic complexity) and macrostructure (understanding story elements), generating a Total Narrative score. Our results yielded different patterns of underlying psycholinguistic profiles, and cross and within language associations for each group. Strong interactions between L1, L2/L3, and EFL morphological awareness and reading comprehension suggested cross-linguistic transfer. Regression analysis identified the most influential skills supporting EFL narratives for each linguistic group: English reading comprehension (ERC) was essential for Hebrew speakers and English morphological awareness (EMA) for Arabic ones. These results suggested different allocations of cognitive and linguistic resources in EFL narratives. The results also allowed to identify a common mediating skill for both groups. Findings are discussed within the theoretical framework of the Interdependence Hypothesis, the Linguistic Proximity Model, as well as accounts of direct and indirect transfer, which illuminate the impact of typological distance, general language proficiency and components of linguistic knowledge on cross-linguistic transfer in EFL oral language production.

The impact of adaptive computer assisted instruction on reading comprehension: Identifying the main idea

AbstractResearch has demonstrated that computer assisted instruction (CAI) can have positive impacts on various literacy skills, however its impact on specific comprehension skills is currently unclear. This study employed a small‐scale randomized control trial to examine the impact of a researcher‐developed adaptive computer assisted instructional program, Digital Comprehension, on 47 upper elementary struggling readers' comprehension skills, specifically main idea identification. Students were randomly assigned to treatment and control groups, with students in the treatment group engaging in the Digital Comprehension program and students in the control group receiving only business‐as‐usual classroom instruction. Students completed measures assessing main idea and general reading comprehension skills at pre‐ and post‐intervention. Students in the treatment group demonstrated statistically significant greater growth in main idea skills than students in the control group. No main effect for the intervention was found for general reading comprehension skills, although there was a significant interaction between condition and student's pretest scores. Results indicate that adaptive CAI may be an effective means for remediating struggling readers' main idea skills.