The relationship between vocabulary learning strategies, reading comprehension, and motivation among secondary school EFL learners

Developing a hierarchical cognitive second language (L2) reading model using multi-dimensional fuzzy Delphi method and interpretive structural modeling.

Cross-codal bridging information processing by L1 Chinese speakers: An ERP study.

Concept map analysis of reading comprehension assessment: Tracing situation models in multiple-choice and constructed-response items

The influence of stroke order priming on Chinese character recognition in primary school students

Students' and instructors’ perceptions of reading strategy effectiveness: Insights from Communicative English Skills courses at an Ethiopian higher education institution

A diagnostic of literacy: phonological awareness and word reading performance in early-grades of Ethiopian EFL students.

Visual attention span (VAS) is a critical predictor to Chinese reading, owing to the logographic and ideographic features of the script. However, the cognitive mechanisms linking VAS to reading remain under-explored, particularly regarding developmental trajectories and distinct reading outcomes. This longitudinal study examined how Grade 1 VAS predicts Chinese character reading fluency and reading comprehension in Grades 3 and 4, covering the crucial 'learning to read' to 'reading to learn' transition. The developmentally specific mediation of language-related cognitive skills including orthographic/phonological awareness, and rapid automatized naming (RAN) was examined. A cohort of 202 Chinese children (101 boys, 101 girls; Mage ± SD = 79.83 ± 3.86 months) were assessed at Grade 1 (T1), Grade 3 (T2), and Grade 4 (T3) on VAS, the language-related cognitive skills, character list reading fluency and reading comprehension. Results showed T1VAS predicted T2character reading fluency separately through T1orthographic awareness and T2RAN. Furthermore, a chain mediation involving these skills and T2fluency explained T3fluency. Meanwhile, T1VAS directly predicted T2reading comprehension and indirectly predicted T3comprehension via earlier decoding skills and prior comprehension. These findings establish VAS as a foundational component of Chinese literacy development, mediated by stage-specific mediating mechanisms. The results offer implications for designing early reading instruction tailored to the special demands of Chinese literacy.

This study investigates how reading proficiency in an orthographically opaque foreign language (L2 English) modulates word recognition and decoding strategies of Italian adolescents with and without developmental dyslexia (DD), whose native language orthography is highly transparent. The size of the visual and phonological units that are processed while reading is modulated by the orthographic depth of the language being read. In the case of early biliterate readers, reading strategies are characterized by cross-linguistic transfer. It is an open question whether this is also the case for late biliterate bilinguals, and whether such cross-linguistic modulations are also discernible in the presence of dyslexia-related impairments, such as phonological and visual attentional span deficits. By means of eye-tracking, this study shows that cross-linguistic interactions in the reading system also emerge in late biliterates, though this effect is limited in individuals with DD.

Mastering Reading Comprehension (RC) is a significant challenge for English as a Foreign Language (EFL) learners. This quasi-experimental mixed-methods study examined the potential effectiveness of a ChatGPT-mediated mind mapping technique in enhancing RC among EFL students at a public university in Saudi Arabia. Sixty male preparatory-year students were assigned to two groups: an experimental group (n = 30), which took part in a 10-week intervention in ChatGPT-mediated mind mapping, and a control group (n = 30), which was taught mind mapping through conventional methods. Data were gathered through pre- and post-tests of RC together with semi-structured interviews. Post-test RC scores were significantly higher in the experimental group than in the control group (U = 180.00, p < .001), with a medium-to-large effect size (r = 0.52). The qualitative data showed that students found the technique useful for breaking down complex ideas and for making the relationships between concepts in the text visible. At the same time, they reported difficulties with the accuracy of the AI output, with comprehending dense content, and with technology access. Read through the lenses of Sociocultural Theory and Cognitive Load Theory, the findings suggest that ChatGPT-mediated mind mapping can serve as a useful pedagogical tool for supporting RC. Teachers are therefore encouraged to incorporate the technique into their instructional practice while offering the support needed to address the challenges identified here.

Abstract In Finland, research highlights a persistent academic achievement gap between majority population non-immigrant and immigrant-origin students. The present study examines whether and how social factors, such as the quality of teacher-student relationships, students’ sense of school belonging, and the schools’ proportion of immigrant-origin students, are associated with academic achievement among non-immigrant majority population, and first- and second-generation immigrant students in Finland. Using multilevel data from a Finnish sample ( N = 10,239), this study investigates the associations between these social factors and reading comprehension test performance—a key indicator of overall cognitive development and cultural adaptation. Results suggest that the perceived quality of teacher-student relationship is positively associated with higher reading test performance for all students. Conversely, a strong sense of school belonging was positively associated with higher reading test performance for first-generation immigrant students. A higher proportion of immigrant-origin students at the school was negatively associated with reading test achievement only for first-generation immigrant students. Our study highlights the importance of fostering positive student-teacher relationships and a sense of belonging at school for narrowing the achievement gap and supporting positive educational trajectories for all.

Reading comprehension is critical for workplace success but rarely assessed in adults with traumatic brain injury (TBI). This preliminary study examined the prevalence of reading impairments in adults with TBI and explored associations between reading difficulties, cognitive-linguistic abilities, and employment outcomes to inform speech-language pathology and rehabilitation assessment practices. We conducted a retrospective chart review of 44 adults with TBI (Mage = 38 years; 64% moderate-to-severe injury) who completed neuropsychological evaluation at an outpatient brain injury rehabilitation clinic. Reading comprehension was assessed using the Woodcock-Johnson IV Passage Comprehension test, with impairment defined as scores ≥ 1.33 SDs below the normative mean. Associations were examined between reading performance, Wechsler cognitive indices, and employment status. Reading comprehension impairment was identified in 25% of participants. Among those with reading impairment and available employment data (n = 8), all were unemployed or receiving disability benefits, compared to 52% (11/21) of those without reading impairment. Verbal comprehension demonstrated the strongest association with reading performance (r = .84, p < .001), whereas declarative memory, working memory, and perceptual reasoning showed moderate correlations (rs = .54-.66, all ps < .001). Reading impairments were more prevalent in moderate-to-severe TBI (32%) compared to mild TBI (13%). This preliminary analysis suggests reading comprehension may be an underassessed barrier to employment following TBI. The strong association with verbal comprehension indicates that language assessments routinely administered by speech-language pathologists may serve as screening tools for reading-related employment risk. Findings support incorporating reading assessment into cognitive-communication evaluations when vocational outcomes are rehabilitation priorities, although larger prospective studies are needed to establish causality and generalizability as well as to evaluate rehabilitative approaches.

This study investigated the effect of Christian-based reading materials on reading comprehension among 384 secondary school students in Oyo State, Nigeria, using a quasi-experimental control group design. The study also examined the moderating role of gender. Students were randomly assigned to experimental (Christian-based materials) and control (conventional materials) groups. Analysis of Covariance (ANCOVA) revealed a significant positive effect of Christian-based reading materials on reading comprehension (F(1, 382) = 171.136, p &lt; .05). However, no significant main effect of gender (F(1, 382) = .349, p &gt; .05) or interaction effect between gender and reading material type (F(2, 381) = .238, p &gt; .05) was found. These findings suggest that Christian-based materials enhance reading comprehension for all students, regardless of gender, demonstrating the importance of culturally relevant texts in improving reading skills. The study recommends the strategic integration of culturally relevant Christian-based materials into the secondary school curriculum.

Dynamic assessment (DA), grounded in Vygotsky's sociocultural theory (SCT), evaluates learners' developmental potential through mediated support within the zone of proximal development (ZPD). However, limited research has examined how AI-assisted DA (AI-DA) may influence both learners' psychological attributes and language performance. This concurrent mixed-methods study investigated the effects of AI-assisted DA (AI-DA) on Chinese English-as-a-Foreign-Language (EFL) learners' academic buoyancy, academic resilience, and reading comprehension. Conducted at a university in China, the study involved two intact classes ( N = 92) randomized into an experimental group receiving AI-assisted DA and a control group undergoing teacher-fronted sessions over 16 weeks. Qualitative data were collected through semi-structured interviews and focus group discussions to explore learners' perceptions of buoyancy and resilience, while quantitative data were obtained using a validated reading comprehension test. hematic analysis revealed that AI-DA enhanced learners' academic buoyancy by reducing daily frustrations and strengthened resilience through adaptive scaffolding that encouraged persistence. The quantitative analyses using t-tests and Analysis of Covariance (ANCOVA) demonstrated that the experimental group exhibited significantly higher reading comprehension compared to their peers in the control group. Overall, the findings suggest that AI-assisted dynamic assessment can simultaneously support L2 reading development and learners' psychological adaptability in academic contexts.

Examining Tier 2 vocabulary in pharmacy assessments: Implications for inclusive design.

ABSTRACT Background Reduced social contact and subsequent social isolation due to poor communication and language skills in people with aphasia (PWAs) is a serious problem. However, the percentage of PWAs who are socially isolated in Japan is unknown. Furthermore, various factors associated with social isolation among PWAs remain unclear. Aims This study aimed to investigate social isolation, as well as the factors associated therewith, in PWAs in Japan. It aims to provide basic data to help prevent social isolation in this population group and increase support. Methods & Procedures The participants were PWAs who had had the condition for at least six months since onset. Of these, those living at home and with the ability to walk to the hospital on their own were included in the analysis. Survey items included demographic data, aphasia severity, language function, depression, instrumental activities of daily living (IADLs), subjective health perception, and social isolation. The short Japanese version of the Lubben Social Network Scale-6 (LSNS-6) was used to assess social isolation. Logistic regression was used to examine the factors associated with social isolation. Outcomes & Results Seventy-one PWAs were included in the analysis. Using the LSNS-6 cutoff score, 25 participants (35.2%) were classified as socially isolated. The logistic regression analysis showed that social isolation was associated with aphasia severity and IADLs. In this model, the severity of individual language modalities (auditory comprehension, speaking, reading comprehension, and writing) showed no significant association with social isolation. Conclusions Of the PWAs, 35.2% were socially isolated, despite being able to walk independently and attend outpatient clinics. Social isolation among PWAs was associated with overall aphasia severity and IADLs. However, no independent associations were identified between social isolation and specific language modalities; further research with larger sample sizes is required to clarify these relationships.

Reading enjoyment is typically studied as a stable trait, yet enjoyment fluctuates within individuals. We examined how both trait- and state-level reading enjoyment are associated with engagement and eye movements during naturalistic reading. Seventy-six adults read 40 book synopses, rated their enjoyment, answered comprehension questions, and decided whether to wait to view the book cover, while their eye movements were recorded. Mixed-effects models disaggregated between-participant (trait) from within-participant (state) enjoyment. Both levels predicted greater willingness to wait and higher comprehension. Trait enjoyment was associated with longer passage and totalword reading times. State enjoyment was linked to longer passage times, increased word skipping, faster early word processing, and increased regressions, suggesting more efficient first-pass reading accompanied by increased rereading. These findings suggest that momentary fluctuations in intrinsic motivation are systematically associated with differences in reading strategies, indicating a close link between perceived value and the allocation of cognitive resources during text processing.

Although working memory (WM) is crucial for reading comprehension, evidence regarding its role during reading in deaf individuals is ambiguous and is primarily based on correlational findings. This study aimed to investigate whether WM influences the real-time lexical processing of deaf adults and, if so, whether this influence varies across different WM domains (e.g., verbal vs. visuospatial). The present study employed a dual-task paradigm to examine the role of WM in word recognition among individuals with hearing loss. Experiment 1 manipulated verbal WM load during visual word recognition, whereas Experiment 2 investigated the effects of visuospatial WM load. Both experiments included three participant groups: a hearing loss group and two control groups with typical hearing (a reading ability-matched group and an age-matched group). Experiment 1 recruited 87 participants, with 29 in each group. Experiment 2 included 78 participants, with 26 in each group. Under the WM dual-task (word recognition-WM) condition, the word recognition speed of individuals with hearing loss was significantly influenced. Compared to the age-matched and reading ability-matched hearing participants, the deaf participants had slower response times, which were significantly slower than those observed under the baseline task condition (word recognition task only), indicating a stronger interference effect from WM. Compared to individuals with typical hearing, the visual word recognition of individuals with hearing loss relies more on WM, with both verbal and visuospatial WM playing significant roles in the process.

Background: Although the coronavirus disease 2019 (COVID-19) pandemic has significantly subsided, its educational repercussions persist, particularly in rural South African contexts. The abrupt transition to remote learning in 2020 disproportionately affected learners, particularly in under-resourced areas, resulting in significant learning loss – especially in reading among English First Additional Language (FAL) learners. Objectives: This qualitative study aimed to explore how the free voluntary reading (FVR) approach can be used to mitigate the COVID-19-induced reading loss among Grade 10 English FAL learners in a rural Free State school. Method: Grounded in Krashen’s Input Hypothesis Theory, the study adopted the Participatory Action Learning and Action Research methodology to engage two English FAL teachers and ten Grade 10 learners through purposive sampling. Data generated through semi-structured interviews, focus group discussions, and classroom observations were analysed using reflexive thematic analysis. Results: Findings reveal that the FVR approach significantly fostered improved reading confidence, motivation, comprehension, imagination, and vocabulary development. Conclusion: The study concludes that FVR is a viable pedagogical strategy for addressing reading deficits in rural English FAL classrooms. It recommends integrating a reading period into the school timetable and revitalising school libraries to ensure the successful implementation of reading interventions. Contribution: Beyond its role in post-pandemic recovery, this study affirms FVR as a research-supported approach for promoting sustained literacy development in English FAL contexts, thereby contributing to evidence-based practices in language education.

ABSTRACT This study investigated the cross‐modality correlations among L2 listening comprehension skills (TOEIC) and aural and orthographic vocabulary knowledge for both single words and phrasal verbs, with reading comprehension used as a comparative measure. Importantly, meaning recall tests were employed because meaning recognition tests may overestimate learners’ vocabulary knowledge. Data from 76 Japanese university learners showed that both vocabulary modalities were related to L2 listening comprehension. However, partial correlation analyses indicated that only aural phrasal verb knowledge showed a small but significant association with L2 listening comprehension. These findings indicate that the contribution of aural phrasal verb knowledge to L2 listening comprehension is limited, while the integrated development of both aural and orthographic vocabulary knowledge, including phrasal verbs, is beneficial for this learner group.