Reading Comprehension Practices Research Articles

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

ABSTRACT Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin’s study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice.

Metacognitive Knowledge: The Effect of Strategy Evaluation Matrix on University Students’ Reading Comprehension Performance

Understanding written texts is problematic for many university students studying English as a Foreign Language. It is not just about having an extensive vocabulary; students also need tools and strategies to comprehend expository texts. One such tool is the Strategy Evaluation Matrix (SEM), which integrates cognitive strategies and metacognitive knowledge. Research has shown that SEM significantly enhances students' reading comprehension performance. By utilizing SEM, students can improve their understanding of written texts. This study aims to investigate the impact of SEM on students’ reading comprehension performance. To achieve this, a post-test-only nonequivalent control group design was used. Two intact groups from the first semester at the Faculty of Languages, Letters, and Arts, Kenitra, Morocco (FLLAK) were selected. The sample consisted of 66 students in both the control and the experimental groups, using a convenient sampling technique. Data for this study were collected using a TOEFL iBT reading comprehension practice test (i.e. the post-test). Results were analyzed using SPSS version 29 and indicated a significant difference between the experimental and the control groups. Students who were instructed to use SEM while reading and answering comprehension questions scored higher compared to those who did not use it. Therefore, employing SEM in reading comprehension indicates that our educational system should consider integrating psychological tools and theories in the teaching and learning of English as a Foreign Language, specifically in the domain of reading comprehension.

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.

Cultivating Reading Comprehension Habits to Promote Autonomous English Language Learning among Students at Tuyen Quang School for Excellence (TSE)

In the ever-evolving landscape of English language education, fostering autonomous learning has emerged as a crucial imperative. At Tuyen Quang School for Excellence (TSE), where students aspire to excel in their English proficiency, the cultivation of effective reading comprehension habits holds the key to unlocking their full potential as self-directed learners. This study explores the current state of reading comprehension practices at TSE and proposes a multifaceted approach to cultivate sustainable reading habits that can propel students towards greater autonomy in their English language learning. The research methodology employed a mixed-methods approach, encompassing both quantitative and qualitative data collection. A comprehensive survey of TSE students and in-depth interviews with their English language teachers provided invaluable insights into the challenges, perceptions, and needs surrounding reading comprehension development. The analysis of these findings revealed a clear disconnect between the importance placed on reading comprehension and the students' actual engagement and proficiency levels. To address this gap, the study presents a strategic intervention plan that combines targeted instructional strategies, technology-enhanced learning resources, and a collaborative community-building initiative. By equipping teachers with evidence-based pedagogical techniques, empowering students to take ownership of their reading practices, and fostering a school-wide culture of reading, the proposed framework aims to transform TSE into a vibrant hub of autonomous English language learning. The implementation of this holistic approach is expected to yield tangible improvements in students' reading comprehension skills, foster their intrinsic motivation to engage with English texts, and cultivate a lifelong habit of independent language exploration. The findings of this study hold significant implications for English language education programs in Vietnam and beyond, offering a replicable model for developing self-directed, adaptable, and proficient English language learners.

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.

The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes†

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes.

Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension

ABSTRACTWhile the conceptual link between teachers' knowledge of reading‐related concepts and student reading outcomes is widely acknowledged in the field, few studies have empirically examined this correlation regarding student reading comprehension. Thus, the present study investigated the association between upper elementary teachers' (N = 103) knowledge of reading comprehension, classroom instruction, and students (N = 1871) reading comprehension scores. Using a series of Hierarchical Linear Models to control for the nested nature of the data, findings revealed a significant interaction between teacher knowledge and classroom instruction. Specifically, students provided with good to excellent instruction by teachers with high knowledge (i.e., 1 standard deviation [SD] above the mean) tended to score statistically significantly higher on measures of reading comprehension than students provided the same quality of instruction by teachers with low knowledge levels (1 SD below the mean), controlling for students' grade level and the percentage of schoolwide students participating in the free and reduced‐price school lunch program. These observed statistically significant associations were small to moderate in magnitude. These findings help validate theoretical accounts alluding to the critical role teachers' knowledge plays in moderating student reading outcomes.

Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa

Educators’ reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners’ poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators’ practices while teaching reading comprehension. As a result, the aim of the study reported on here was to investigate educators’ teaching practices when teaching reading comprehension in order to diagnose challenges and then make recommendations. The study was qualitative in nature with a case study design. For the purpose of data collection, 3 Grade 9 English First Additional Language (FAL) educators were purposively chosen. The observation data collection method was followed and content analysis was used to analyse data. With regard to the choice of reading comprehension strategies, the findings reveal that the educators did not appear to have a thorough knowledge of reading comprehension strategies. In the observed lessons, the reading comprehension strategies were neither applied explicitly nor implicitly. Educators tended to change the reading lessons into vocabulary lessons. The findings further reveal that the educators relied on traditional questioning techniques that did not engage learners with the text. Thus, the reading comprehension support, motivation and feedback from educators were limited. The main recommendation is for teacher training institutions and universities to play a more active role in developing both pre-service and in-service educators’ reading comprehension instructional practices.

Developing a Process to Promote Reading Comprehension of Students in the Thai Language Department, Faculty of Education, Chiang Rai Rajabhat University

This research was aimed at 1) creating a process to promote reading comprehension skills of students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, 2) studying the process effectiveness, and 3) evaluating students' satisfaction with the process. The sample group consisted of 25 students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, year 1 of the academic year 2020, selected by a Purposive Sampling method using the reading scores of the entrance examination. The research tools included 1) reading comprehension assessment forms prior and after using the process, 2) the process to promote reading comprehension, 3) reading comprehension practice form, 4) student satisfaction assessment form for the process. The research results presented the the process of enhancing reading comprehension ability, which consisted of 5 development stages, namely the evaluation stage, the stage of problem recognition and knowledge creation, the collaborative training stage for comprehension, the individual comprehension training stage and the reading comprehension evaluation stage. It was found that (1) the process had and efficiency of 84.34 /87.49, (2) students had higher reading comprehension ability, and (3) the student satisfaction with the process was in a high level.

Comparative Analysis of Past Practices of Selected Students in a Theological College and a Non-Sectarian University to Formulate Effective Reading Comprehension Development Programs

Reading comprehension is influenced by vocabulary, inference-making, and background knowledge (Perfetti et al., 2005; Ahmed et al., 2016; Cromley et al., 2010). There are theories of comprehension (Kintsch, 1988) or reading models that qualify the underlying components of reading comprehension as a whole. Comprehension of reading strategies shows how to deal with an assignment and steps to take to comprehend and sort out what to read (Singhal, 2001). Similarly, these strategies are utilized by students to improve understanding perception and overcome comprehension failures. Skilled readers naturally use conceptual knowledge (content schemata), text-structure information (formal schemata), and learning about text-processing strategies to successfully construct meaning (Shih, 1992). The purpose of this research was to identify effective reading comprehension practices employed by tertiary education students. The study utilizes a comparative case study approach which includes the examination and blends of the similarities, contrasts, and themes evident past learning experiences of students.

Highlighting Supportive Reading Comprehension Practices for English Language Learners in Virtual Classrooms

COVID-19 has, at least temporarily, reshaped the teaching and learning environment. Virtual learning classrooms have replaced physical classrooms and require teachers to think of new and creative ways to keep students motivated to learn. Understandably, these thoughts for creative teaching strategies are critical when considering changing demographics in student populations and existing linguistic barriers more commonly found in English language learners (ELLs). To this end, the purpose of this paper is to discuss how within the virtual learning environment, meaningful interactions, student motivation to learn, vocabulary instruction, the partnership model, and graphic organizers remain important factors impacting ELLs’ reading comprehension. The paper culminates with implications for the professional development of teachers and school administration. Keywordssupport strategies, virtual learning, English language learners

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.

Using literature circles to teach graded readers in English: an investigation into reading performance and strategy use

ABSTRACT Purpose: Graded readers can help English language learners to improve their reading ability. Literary texts with simplified language often differ from expository texts for teaching EFL learners. Although reading strategies have been used to facilitate comprehension, how students use strategies to process literary texts is underexplored. The present study investigates the effect of graded readers, literature circles (LCs) and reading strategies on university students in Taiwan. Design/Methodology: This study adopted a quasi-experimental design with 60 first-year students reading two graded readers from the Oxford Bookworms collections. Of the 60 participants, 30 were in the control group and the other 30 who received the LC intervention were in the experimental group. Reading comprehension tests and a questionnaire for reading strategies were adopted. Findings: The findings revealed that the students with the LC intervention outperformed the control group. The tasks in the LC were found to promote reading comprehension and strategy practice. In general, though reading strategies were similarly adopted, monitoring strategies were more frequently used by the experimental group. Originality/Value: LCs offered EFL learners a way to build linguistic and cultural schemata, to develop and practice metacognitive reading strategies, to enhance main-idea comprehension, and to form long-term memories for retention.

Transfer of Print-Based Academic Reading Strategies to On-Screen Reading

This article contributes to the existing body of research on academic reading practices in the 21st century, by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading and reflects the authentic on-screen academic reading experiences of international postgraduate readers in the UK educational context. This was achieved by investigating participants’ reading comprehension strategies while reading on-screen academic research articles, compared with those employed when engaged in print-based reading. This study also scrutinizes L2 readers’ use of digital affordances and their use of e-resources while comprehending on-screen texts. Case study and interpretive qualitative approaches have been adopted in the present research study. Thematic and content analysis and a constant comparative method (CCM) have been applied to analyze the data. Although new on-screen reading strategies emerged from the data, the results reveal a transfer of print-based reading techniques to on-screen reading. This demonstrates a move from a traditional literacy to a digital one in which readers manipulate the strategies that they are already aware of, and are capable of, in order to read a text on-screen. Surprisingly, readers were much more effective: and employed more strategies and interacted more deeply with the printed text than with the on-screen text. The results from this study have led to the proposal of suggested models for interpreting on-screen L2 academic reading interactions. A number of pedagogical practices are suggested and recommended for preparing L2 readers for further academic study which could be equally applicable and useful for L1 academic reading instructions in the 21st century, including the reshaping of reading skills textbooks to accommodate and meet the needs of reading comprehension practices in the technological age and promoting learners’ digital academic literacy. These practices may be useful to teachers when teaching on-screen reading strategies for specific academic purposes in digital universities.

Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students

AbstractStudents in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content area teachers can use to support students as they read complex text. This practice has been studied in rigorous research studies, and findings suggest that students’ reading comprehension increases when they apply the practice while reading. The authors provide an overview of question generation, including explanations of each step in the instructional process, so content area teachers can integrate this reading comprehension practice into their instruction.

Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual's sensemaking during small-group reading

Despite the rise in multiliteracies and multilingual orientations to literacy learning, there has been little attention to multimodality in how younger emergent bilinguals demonstrate and respond to reading comprehension practices and pedagogies. This study, which took place in the midwestern United States, examines how Marian (pseudonym), a second-grade emergent bilingual (eight years old) made sense of texts using a variety of semiotic resources. The study also focuses on how her use of such resources demonstrated her engagement with texts and reading comprehension pedagogies during small-group reading in her classroom. Findings show that Marian used a variety of semiotic resources to convey her understanding of texts, some of which aligned with and resisted typical reading comprehension pedagogies in classrooms. Additionally, analysis demonstrates that reading comprehension pedagogies may have inhibited her sensemaking. Implications include further attention to how teachers, policy-makers, and researchers can recognize and make space for the multimodal and dynamic ways in which emergent bilinguals make sense of texts.

Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades.

The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension and literacy practices gathered during a recent cluster randomized control trial on a reading comprehension intervention conducted with 280 fourth and fifth-grade teachers and their classroom students. We also conducted focus group interviews with 43% of the teachers and observed 90% of the teachers once during the implementation years. For writing, we used data collected from 32 teachers during a 3-year design project for a teacher-led computer-supported writing intervention. We also collected data from groups of school administrators using structured interviews during both studies. Finally, we conducted an artifact review of school curricula and posted professional development (PD) plans. Our results show that in both reading comprehension and writing, all teachers reported not receiving sound evidence-based pre-service preparation and they were not currently employing any evidence-based approaches. Most teachers reported using the basal reading series with very little variation from the lesson scope and sequence. Teachers and administrators frequently reported that skills were being taught in isolation (e.g., skill of the week is summarizing) and that writing was neglected. The interviews showed very interesting patterns of curricula decision-making by school administrators and these findings were further confirmed through the artifact reviews. Based on these results, we recommend that any review of teacher practices focus also on administrator decision-making and school level factors that are driving what happens in the classrooms. The review showed that the teachers themselves do not feel empowered to learn and deliver evidence-based literacy practices and feel constrained by the system.

Enhancing comprehensive reading skills: learning from metacognitive strategy

Reading comprehension is a significant aspect of students' gaining understanding through reading. Low achievements in reading comprehension have long been linked to a lack of motivation and strategies. This study attempted to implement a model of reading comprehension based on metacognitive learning strategies. This study involved the following stages: developing metacognitive learning strategies in reading comprehension practice, and testing the validity, practicality and effectiveness of the model. Observation, interviews, document analysis, and questionnaires were used for data collection, while interactive modelling, evaluative analysis, and comparative analysis were employed for data analysis. Prior to implementation, this model was tested in two schools. Two classes from these schools were selected for this study, one as the treatment group and the other as the control group. Students' reading comprehension skills were found to improve significantly after application of metacognitive learning strategies. The model demonstrated its validity, practicality, and effectiveness for helping students gain a deeper understanding of the text. The results could be applied in developing better methods for enhancing reading skills.

Enhancing comprehensive reading skills: learning from metacognitive strategy

Reading comprehension is a significant aspect of students' gaining understanding through reading. Low achievements in reading comprehension have long been linked to a lack of motivation and strategies. This study attempted to implement a model of reading comprehension based on metacognitive learning strategies. This study involved the following stages: developing metacognitive learning strategies in reading comprehension practice, and testing the validity, practicality and effectiveness of the model. Observation, interviews, document analysis, and questionnaires were used for data collection, while interactive modelling, evaluative analysis, and comparative analysis were employed for data analysis. Prior to implementation, this model was tested in two schools. Two classes from these schools were selected for this study, one as the treatment group and the other as the control group. Students' reading comprehension skills were found to improve significantly after application of metacognitive learning strategies. The model demonstrated its validity, practicality, and effectiveness for helping students gain a deeper understanding of the text. The results could be applied in developing better methods for enhancing reading skills.

An Empirical Research on Application of Cohesion Theory in College Listening EFL Teaching

Cohesion Theory of Halliday and Hasan has been widely applied in different subjects of College EFL teaching, particularly in reading comprehension, writing and translation practice. It can also be a practical theory for College Listening EFL Teaching. Based on that theory, an empirical research is carried out among the freshmen from two classes in Yangtze University College of Arts and Sciences, and it lasts for 16 weeks. One of the classes is Control Group (CG) and the other is Experimental Group (EG). Both groups have the same amount of exercises from the same teaching materials but with different guidance in class: the subjects in CG are taught in traditional ways while those in EG are trained with the guidance of Cohesion Theory. After the experimental teaching period, the data collected from students’ pre-test and post-test scores is analyzed by the SPSS software program. The pre-test results show that there is no statistically significant difference between the scores of EG and CG before the experiment (P= 0.932>0.05). While the post-test results demonstrate that there is a considerable improvement on the scores of the subjects in EG than that of CG (P=0.009 < 0.05).