Reading Comprehension Outcomes Research Articles

Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables

While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.

The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis

In this pre-registered meta-analysis, we investigated the effectiveness of morphology instruction on literacy outcomes for primary school children in English-speaking countries. We were interested in overall reading and spelling outcomes, but we also looked separately at results for trained and untrained words in order to determine whether there was evidence of transfer to untrained words. Further, we were interested in whether results transferred beyond the word level to reading comprehension outcomes. Our screening process revealed 28 eligible studies, which contributed 177 effect sizes to the analyses. Robust variance estimation methods were used to account for dependence between effect sizes. Overall, effect sizes on reading and spelling outcomes were small to moderate. Effect sizes were larger for trained words than untrained words. There was evidence of transfer to untrained words for spelling outcomes, but not for reading outcomes. There was also no clear evidence of effects on reading comprehension outcomes. In general, the evidence was characterised by large amounts of heterogeneity and imprecision, which was reflective of the wide variety within and between studies in terms of intervention content, outcome measures, intervention dosage and type of control group. We discuss the limitations of the current literature and make recommendations for future research and practice in the field of morphology instruction. (207 words – max 250).

Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters

Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. Although some interventions have been implemented to promote SRL, little attention has been paid to promoting SRL in primary schools. Building on a previous SRL intervention, the current study added cooperative learning among students and parental involvement, two aspects that are assumed to add value when fostering SRL. A randomized controlled field trial was designed to evaluate the effect of an intervention using pre-test, post-test and follow-up measures. A total of 757 students from 40 classes participated in the study. The data were analyzed using a multilevel approach. This study revealed no significant difference in SRL or reading comprehension outcomes in the post-test and the follow-up test between students of the experimental and control group. Further investigations showed that several aspects of treatment integrity had a significant impact on SRL outcome. This study encourages future SRL and reading intervention studies to assess and analyze the multiple aspects of treatment integrity.

Comparing Realities: A Study on the Impact of Virtual Reality versus Paper-Based Reading on Higher Education Students' Comprehension Skills

Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students.

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen

With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The study uses an innovative methodological approach were eye-tracking technology is used to observe ten carefully sampled eight grade students with different reading levels. The students read a selection of texts and answered questions from the Norwegian national reading assessment on comparable versions on paper and on screen. By analyzing eye movement data (reading transitions), including more than 25000 fixations, in combination with text reading comprehension outcomes, students' cued retrospective reporting from reading, and interview data we have obtained detailed and comprehensive data on students' reading comprehension, reading behavior, and reading experiences across different media. A key result is that reading on screen leads to more shallow processing and can hinder reading comprehension. Importantly, our results from the students' cued retrospective reporting of their eye tracking, showed that they were unaware of their reading behavior and didn't reflect much on reading in different media. These findings have implications for the increasing shift to digital learning environments in the educational context. It is important to recognize the difference between reading processes, and policymakers and practitioners cannot assume that these processes are the same across individuals and different delivery modes.

Enhancing Students' Reading Comprehension Skills through the RADEC Model: A Focus on Elementary Education

This study proposes the utilization of the RADEC (Read, Answer, Discuss, Explain, Create) learning model, a structured approach that incorporates independent reading, collaborative discussions, peer explanations, and creative activities, as an intervention to enhance reading comprehension skills. Its objective is to investigate the impact of the RADEC learning model on the enhancement of reading abilities among fourth-grade students learning Indonesian. This study employs a non-equivalent post-test only control group design, with the experimental class using the RADEC model and the control class employing conventional teaching methods. The study included all 78 fourth-grade students from SDN 20 Kurao Pagang, divided into two classes. Random sampling yielded 22 participants in the experimental group and 23 in the control group. Data collection was conducted using evaluation tests, and the average reading comprehension scores were 82.72 for the experimental class and 63.58 for the control group. Data analysis began with initial assessments, including normality and homogeneity tests, followed by hypothesis testing using the t-test. Findings revealed a noteworthy enhancement in reading comprehension scores within the experimental group in contrast to the control group, as evidenced by a significance value of (0.000.05), indicating a statistically significant difference between the two groups. The results of this study highlight the potential of the RADEC learning model as an innovative solution for increasing students' reading interest and reading comprehension skills at the basic education level. These findings inform curriculum development, teacher training programs, and educational policies in Indonesia to enhance reading comprehension outcomes.

Children's reading outcomes in digital and print mediums: A systematic review

BackgroundGiven the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics.MethodsA comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter‐rater reliability: k = .54–.78). Three major characteristics were coded: participant‐level (grade/age, diverse populations, testing language); task‐level (text‐genre, shared reading, digital comparability); study‐level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors.ResultsExcept in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found ‘print is better’, whereas ‘digital is better’ was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners.ConclusionsThis review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents.

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

AbstractReading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.

Impact of OrCam Learn on reading comprehension

AbstractThis study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state‐funded mainstream), 32 students' (aged 10:01–13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary) assessment battery. Reading comprehension outcomes for independent, self‐reading of passages were captured and scores standardised. Then reading comprehension outcomes for passages, where students read using OrCam Learn were captured. Statistically significant improvements in reading comprehension outcomes were found (t32 = 4.92, p < 0.001). The mean improvement was 8.31 standard points (95% CI [4.87, 11.76]), with a high‐medium positive correlation (r = 0.33) and high‐medium effect size (d = 0.720). Use of OrCam Learn to support reading comprehension was found to be socially valid, with 84% of participants preferring using OrCam Learn over human support, and 94% of participants preferring using OrCam Learn to reading independently.

A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension

BackgroundAlthough feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. AimsThis paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. SamplesQuantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. MethodsQuantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. ResultsFeedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. ConclusionsThe ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia

The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.

Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study

Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.

Digital reading comprehension instruction in English for children with English as an additional language: A systematic review

BackgroundDigital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school‐aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field.MethodsWe searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study.ResultsA total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low‐ and high‐resource environments, including countries where English is a majority language and those where it is a non‐majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple‐strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub‐analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes.ConclusionsDigital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high‐quality research is needed.

Students’ Emotional Enggagement in Reading Comprehension Through Read, Cover, Remember and Retell (RCRR) Strategy

This research purposes are to find out how the student’s emotional engagement towards in the use of read, cover, remember and retell strategy in Reading comprehension This student uses qualitative research with design case study. In this study researcher conduct research at Indonesia public junior high school in a town in west java. the participant 6 student in one class for collecting data researcher used observation and interview. This research carries four main findings, they are: 1) RCRR strategy crates student interest in reading comprehension in reading comprehension; 2) RCRR strategy creates a positive emotions and enjoyable learning. these findings substantiate the notion that the RCRR strategy not only enhances reading comprehension outcomes but also enriches the emotional dimension of learning. By fostering interest, engagement, and positive emotions, the strategy emerges as a valuable approach in promoting holistic and effective learning experiences within the realm of reading comprehension. As educators seek to optimize instructional methods, the RCRR strategy offers a promising avenue to elevate both student engagement and comprehension outcomes. Keywords: Cover, Read, Reading Comprehension, Remember and Retell (RCRR) Strategy, Student emotional Engagement

The sustainability effects of two reading interventions on Saudi nursing students' comprehension of scientific research.

Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice. The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension. A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data. Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively). The results suggested that synthesization could be an effective reading approach in improving EFL nursing students' reading comprehension of scientific literature.

More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes

Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet.

Digital dynamics: Exploring the intersection of AI, animation, and personalized learning

This study investigates the transformative potential of integrating Artificial Intelligence (AI), animation, and personalized learning in contemporary education. Employing a mixed-methods approach involving interviews and experimental manipulations, the research examines the interconnectedness of these three domains and their collective impact on student engagement and English reading comprehension learning outcomes. The study employed a quasi-experimental design. Participants engaged in an 8-week AI-driven personalized learning intervention that incorporated animated content, with pre- and post-test assessments evaluating reading comprehension outcomes. Qualitative data from interviews provided further insight into the impact of animation and personalized learning on student engagement and comprehension. Findings reveal that AI-driven personalized learning, coupled with engaging animations, leads to enhanced learner motivation, improved knowledge retention, and higher academic performance. The integration of these elements creates an inclusive and adaptable learning environment, addressing the diverse needs of students. This research highlights the significance of interdisciplinary collaboration in educational innovation and emphasizes the vast potential that lies at the intersection of AI, animation, and personalized learning to revolutionize 21st-century education.

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2

Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2