English Reading Research Articles

An investigation of parents’ decisions to enroll in Mandarin-English dual language immersion programs

ABSTRACT Mandarin-English dual language immersion (ME-DLI) programs have been growing rapidly in recent decades. Most dual language immersion programs are not mandated by the school or district but are initiated based on parents’ demands. To better understand the need for ME-DLI programs, this study explored factors associated with ethnic Chinese parents’ decisions to enroll their children in ME-DLI programs. We collected 235 parents’ survey responses. Participants were divided into six groups based on their enrollment status when ME-DLI programs were available (currently enrolled; currently enrolled in other Mandarin language programs; not currently enrolled) and willingness to enroll when unavailable (willing to enroll; may be willing to enroll; not willing to enroll). Results revealed that parents with positive attitudes toward bilingualism were more likely to enroll or willing to enroll in ME-DLI programs, suggesting a strong connection between parents’ attitudes and their enrollment decisions. Parents in the currently enrolled group also reported higher levels of English reading frequency and more advanced bilingual skills in their children than the not currently enrolled group. However, when ME-DLI programs were unavailable, parents who reported higher child engagement in English reading were less willing to enroll in ME-DLI programs.

The focus effect of sentence comprehension in natural reading of Chinese and English: a meta-analysis based on eye movement studies

The focus effect of sentence comprehension in natural reading of Chinese and English: a meta-analysis based on eye movement studies

Deaf, deaf-blind, and hard of hearing needs and perceptions of community pharmacy services

Background: Deaf, deaf-blind, and hard of hearing (D/DB/HOH) individuals face communication challenges affecting their health, which can lead to medication errors. Pharmacists can mitigate medication-related errors for D/DB/HOH individuals, but there is a lack of evidence-based best practices. This study explored the experiences of D/DB/HOH people at a community pharmacy and offered practical solutions to improve pharmaceutical care for D/DB/HOH individuals. Methods: A qualitative study consisting of 5 focus group discussions occurred. Focus groups were formed based on participants’ ability to use sign language, their hearing ability, and their age. Results: Nineteen participants completed the study (8 HOH adults, 2 HOH seniors, 1 deaf-blind adult, 4 deaf adults, and 4 deaf seniors). Communication barriers depended on one’s hearing ability but included factors such as assuming one can hear, environmental noises around the pharmacy, pharmacists not knowing American Sign Language, and assuming individuals are proficient at reading English. Focus group participants shared the potential and actual impacts that communication barriers can have on health. Strategies to improve communication between hearing pharmacists and D/DB/HOH individuals are discussed. Discussion: This is the first study in Canada exploring D/DB/HOH individuals’ experiences at community pharmacies. Focus groups were effective at revealing the similarities and differences in pharmacy experience between D/DB/HOH folks, calling attention to access barriers and their impacts on health, and highlighting ways to better meet the needs of D/DB/HOH individuals. Conclusion: Communication barriers result in a lack of understanding of one’s medications. Pharmacists should ask about communication preferences and aim to reduce communication barriers for those who are D/DB/HOH.

Enhancing Critical Thinking Skills in Senior High School Students through Targeted Strategies in English Reading Instruction: A Comprehensive Examination and Implementation Framework

This article explores the vital task of cultivating critical thinking skills in senior high school students through English reading instruction. Recognizing the pivotal role of critical thinking in fostering independent and analytical learners, this study employs a comprehensive methodology, integrating literature review, theoretical frameworks, and practical strategies. We present an implementation framework, synthesizing established critical thinking theories with innovative pedagogical methods, addressing the unique challenges of senior high school English classrooms. Our framework includes diverse reading materials, interactive learning experiences, and assessment tools to measure and reinforce critical thinking. Drawing on insights from educators, students, and experts, the research contributes valuable guidance for optimizing English reading instruction. As education evolves, this timely resource aims to support educators, curriculum developers, and policymakers in fostering a generation of students equipped with the cognitive agility essential for success in academic pursuits and beyond.

The Relationship Between Reading English Attitude and Students’ Reading Achievement in General

Reading English has become a global trend in twenty first century because of its professional use worldwide. Students are motivated to improve their reading skills because they know that doing so would help them get better-paying jobs and advance in their chosen fields. Therefore, it is crucial to investigate how reading proficiency and views regarding general English reading are related among university students. Students’ positive attitudes about reading were reflected in recent research findings. General English, since there is a present need to understand and read English. The new research is crucial because it shows that kids need to devote more time to reading in English to succeed academically and build a successful future career. According to the results, students in Saudi Arabia believed that learning English was essential for their academic growth and exposure to new ideas. In this case, educational institutions should set clear regulations permitting students to acquire English outside of the course requirement.

Emerging Readers: Systematic Exploration of Effective English Reading Strategies for Preschoolers

This study reviews methods for improving preschoolers' phonological awareness and English reading abilities from 2013 to 2023 using the PRISMA protocol. Analysing 22 articles, it identifies 11 strategies for reading development and 5 for phonological awareness. An interactive reading model is introduced, providing a unified framework to support early childhood educators in enhancing literacy skills in young learners.

L1 and L2 reading comprehension in Dutch higher education students with and without dyslexia: effects of test type and linguistic skills

ABSTRACT Reading is one of the most important skills in higher education. Various students show problems with reading, which can lead to problems with text decoding, reading comprehension, or both. In this study, we investigate the L1 (Dutch) and L2 (English) reading comprehension performance of students with and without dyslexia. Participants were presented with two short texts, and their reading comprehension was tested via two different test types: (1) a free recall test (i.e. summary writing) and (2) a true/false test, composed of literal and inferential questions. In addition, the students were timed during text reading and tested on L1 and L2 language proficiency and print exposure, to study if and how these skills relate to their reading comprehension performance. In L1, both student groups performed equally well on literal true/false questions, but students with dyslexia performed poorer on inferential questions and summary writing. In L2, students with dyslexia performed worse on both types of true/false questions and the summary writing. Language proficiency was shown to play the most prominent role in reading comprehension skills of higher education students.

Farmers’ Compliance with the Recommended Doses of Pesticides on Watermelon in Yobe State, Nigeria

The study investigated farmers’ compliance with the recommended doses of pesticides on watermelon in Yobe State, Nigeria. A multi-stage sampling procedure was adopted to select one hundred and seventy-three (173) respondents for the study. Primary data were collected using a structured questionnaire. Data were collected on socio-economic characteristics, training in pesticide application, awareness of hazards associated with pesticides, access to information on hazards associated with pesticides and compliance with recommended doses of pesticides. The results revealed that the mean age of the respondents was 43.19, 97.7% were married 73.4% did not have English language reading ability. Training in application of pesticides (0.18), awareness of hazards associated with pesticides (0.28) and access to information (0.43) were low. Most (91.9%) respondents did not comply with the recommended doses of pesticides. Awareness of hazards (B= 2.74, p = 0.01) and access to information (B= 1.45, p = 0.08) significantly influenced compliance with the recommended doses of pesticides. Stakeholders in the agriculture and food sectors should plan and implement schemes to train, inform and boost awareness of the farmers on hazards associated with pesticides to motivate compliance with recommended doses of pesticides, produce safe watermelon and sustain a healthy environment.

An Application Research on continuation Writing in English College Entrance Examination from the Perspective of POA

This paper explores the application of high school English writing mode based on the theory of production-oriented approach (POA). It mainly introduces the theory and steps of the POA, and application of the high school English reading, in order to cultivate the learners' thinking mode and the ability of comprehensive language use. Through the in-depth analysis of the January 2021 Zhejiang College Entrance Examination English reading and writing test questions, this paper analyzes the practical significance of writing in high school English teaching by combining the theory of POA and specific teaching practice, with a view to improving the efficiency of the continuation writing classroom and enhancing the students' ability to learn and use.

The Construction of a Blended Case-Based English Reading Class from the Perspective of Ideological and Political Education

This study examines the problems within current university English reading courses and proposes the integration of ideological and political education into these classrooms. By employing a specific article as a case study, the research analyzes the strategies for incorporating ideological and political content into a blended case-based English reading curriculum and evaluates their effectiveness in enhancing comprehensive education. Several challenges have been identified through classroom observations and post-class investigations, which will be discussed in detail in the study.

The Attitude toward Teacher Digital Media in English Language Teaching

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.

Two sides of the same coin? Cross-linguistic sentiment comparison and thematic discovery of reader’s reception of Wolf Totem

Abstract Despite growing attention to the global dissemination of cross-cultural literature, rigorous research on cross-linguistic sentiment analysis remains limited, especially for works like Wolf Totem, which hold both worldwide reach and cultural depth. This study conducted a cross-language sentiment and thematic analysis of online book reviews by Chinese and English readers, utilizing advanced linguistic techniques such as BERT, MAXQDA, and ProtAnt. The analysis reveals that Chinese readers are more critical of the themes “Ethnicity and Culture”, “Society and Politics”, and “Wolf and Wolf Nature”, while English readers respond more positively to “Historical Context and Background”, “Plot and Theme”, and “Emotional Response and Reading Experience”. This study not only highlights these emotional variations but also provides robust methodological insights for cross-linguistic sentiment analysis, showcasing the integration of quantitative and qualitative approaches and enhancing understanding of how cultural identity shapes reader engagement.

Understanding English learners’ experiences of their teacher’s self-directed navigation of education policies

ABSTRACT This study reports on students’ experiences of their instructor’s self-directed enactment of education policies. Informed by a qualitative study approach, the study drew on diverse data sources related to an English reading class and an English writing class taught by the same instructor at a Chinese university. The data sources included interviews with students, students’ reflections, and field notes on students’ learning activities. The qualitative analysis of the data showed that when their instructor was continually overcoming the constraints of the local institution and making self-directed efforts in line with national policies during his teaching, the students, on the whole, gained positive experiences through the in-class teaching and their own learning. However, they seemed to focus their attention primarily on the actual teaching and learning rather than caring about the policy and the strategies employed to enact it, and their experiences were sensitive to diverse factors. The study sheds light on the students’ positive yet complex experiences when they were exposed to the instructor’s self-directed attempts to bridge the gap between education policy and teaching in a local context.

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

A Corpus-Based Evaluation of English Readers’ Aesthetic Reception of the Shandong-English Translation in Red Sorghum

In the context of world literature, target readers’ aesthetic reception of literary works has shifted from single culture to multiple cultures and has become a crucial factor in social-cultural communication. Shandong dialect, previously misidentified as vulgar expressions in literary research, has proved to have specific aesthetic values as explored in this research. This paper aims to analyse reasons for aesthetic criticism and find solutions to enhance the aesthetic acceptability of Shandong-English translation in Red Sorghum among English readers. Data were collected from different channels, including scholarly critiques, book reviews, blog posts by literary critics, and online forums. A corpus-based methodology is utilized to examine the aesthetic acceptability and reasons for aesthetic criticism by employing a re-framed aesthetic reception theory. Results showed greater frequency of aesthetic acceptance in book reviews than in online forums and blog posts by literary critics, with 53.7 per cent aesthetic acceptance versus 39.7 per cent aesthetic criticism from a total 529 sample data, excluding 6.6 per cent neutrality. Furthermore, book reviews showed a greater tendency towards aesthetic acceptance (64.3%) than online forums (51.5%) and blog posts by literary critics (33.3%). Lastly, the reasons for aesthetic criticism were mainly demonstrated in cultural disparity and defamiliarization of Shandong dialectal expression. The paper concludes by underscoring the significance of shifting from a text-oriented tendency to readers’ expectancy, initiative interaction, and social consciousness in the interaction with literary works. The study contributes reconstructed theory and practical insights for translators to balance the original cultural references and acceptability among English readers.

English Reading and Writing Abilities Among Chinese University Students

In this study, a mixed research methodology will be used to assess the relationship between Chinese university students English reading and writing ability. The total number of participants in the study was 2900 from the three selected universities with a sample size of 340 based on the Raosoft calculator. These three universities are representative of the three regions of China and are all high performing schools, and the results of the study can be used as a framework to augment the need for improvement in some of the other schools in China. Results showed that most of the respondents are female sophomores majoring in Education.Most respondents believe that The impact of reading methods on learning outcomes and student interests and Innovation in understanding articles while reading are very important in terms of English reading ability in Innovation in understanding articles while reading. Most respondents believe that in terms of writing ability, The Behavior of Participating in English Writing has the greatest impact. When grouped by Sex, there are significant differences content. There is a significant relationship between English reading and writing ability. A proposed program to enhance Chinese university students English reading and writing abilities.

The Harkness Method in Teaching English Reading Skills

The Harkness Method in Teaching English Reading Skills

“I could learn more words”: Involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment

There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper focuses on identifying and operationalising L2 English reading constructs in such a novel assessment framework. We will argue that constructs in this assessment framework should include a view of how they develop and, ultimately, actions that should be taken to guide this development. Focusing on the data from teachers (n=43) and learners (n=725) but also Matriculation Examination item writers and raters (censors; n=22), we propose a procedure for defining and operationalising assessed constructs that combines their theoretical understanding and conceptions, understandings, and actions by these stakeholders. We discuss these data with reference to how constructs and their development are understood in the two assessment frameworks.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0799/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Developing Independent English Reading in Japanese Elementary Schools: An Action Research Approach

Developing Independent English Reading in Japanese Elementary Schools: An Action Research Approach