ABSTRACT Promoting students’ reading comprehension is a topic of interest for researchers and educators. One way to promote students’ reading comprehension is to provide students with task instructions before reading (i.e. pre-reading task instructions). In this systematic review, we investigated the characteristics of studies that have focused on pre-reading task instructions and identified the associations between various pre-reading task instructions and reading comprehension. The findings revealed that pre-reading task instructions vary with respect to signaling reading content (content-focused), prompting reading strategy use (strategy-focused), specifying reading purpose (purpose-focused), and other factors (other-focused), all of which had distinct associations with reading comprehension. Specifically, content-focused instructions were generally associated with better memory performance, purpose-focused instructions were linked to improved memory and understanding based on specific tasks, and strategy-focused instructions tended to facilitate various levels of reading comprehension. Moreover, combining instruction types, such as pairing a purpose-focused instruction (e.g. “read to write an essay”) with a strategy-focused instruction (e.g. “take notes”), was associated with cumulative or complementary benefits across comprehension measures. Process-level data, including reading time and verbal protocols, were also synthesized to explain these associations. The review concludes with a discussion of current research limitations and directions for future research.

The purpose of this study was to investigate whether virtual coaching of a shared reading intervention, Read MORe, increases parent use of interactive strategy during shared reading and the communication acts of their young children with autism (ages 3-6 years) using a visual scene display augmentative and alternative communication application. We also sought to understand parent perceptions of the goals, procedures, and outcomes of Read MORe, as well as the factors that influence parent strategy use. The research design was a convergent mixed-methods design. We used a multiple-probe design across participants to investigate the impact of coaching on parent use of interactive shared reading strategies and child communication acts. We explored parent perceptions of social validity by collecting two types of qualitative data: (a) semistructured interviews and (b) caregiver reflections from weekly coaching sessions. Quantitative and qualitative data were then merged to provide a more in-depth understanding of the contextual factors that influenced parent strategy use. Following virtual coaching, all parents increased their Read MORe strategy use and two children increased their frequency of communication acts. Parents identified different goals for the intervention and varied in their perceptions of the strategies. Parents identified several factors related to preferences and daily life that influenced their use of Read MORe strategies. Online coaching is a viable option for teaching caregivers a variety of interactive strategies to support communication during shared reading activities. The findings highlight the importance of family-centered interventions that provide flexibility for families with differing communication goals. https://doi.org/10.23641/asha.31325512.

Purpose Teaching evidence-based intervention method is essential for developing student clinicians’ knowledge, perceived clinical competence, and professional fulfilment. To optimise learning outcomes, accommodating the learning tendencies of Generation Z, who currently make up the undergraduate cohort, is considered of particular importance. This study evaluated the effectiveness of three instructional methods for teaching dialogic reading to undergraduate speech-language pathology students. Method Sixty-four undergraduate speech-language pathology students participated in a role-play simulating a book reading session with a child, during which their use of dialogic reading strategy was video-recorded. Participants were then randomly assigned to one of three groups: (a) Lecture with self-reflection, (b) lecture with peer feedback, or (c) lecture with expert feedback. Dialogic reading strategy use was reassessed in a second recorded session. Result Analyses revealed significant improvements in dialogic reading strategy use across all instructional methods. Both peer and expert feedback groups outperformed the self-reflection group. High inter-rater reliability and treatment fidelity supported these findings. Conclusion Instructional approaches combining real-world scenarios with practice-oriented feedback enhance the acquisition of evidence-based intervention strategies. Receiving feedback—whether from peers or experts—positively influences learning outcomes. Given the learning tendencies of Generation Z, feedback-based approaches may represent an effective instructional strategy in undergraduate speech-language pathology education.

This study assessed the reading comprehension difficulties encountered by 245 Grade 10 learners at Pinamungajan National High School in the Philippines to develop a comprehensive intervention program. Despite the students exhibiting a strong academic foundation (88.57% achieved a Grade 9 Filipino average of 85 or higher), the findings indicate significant challenges rooted in lexical nuance and linguistic complexity. Learners reported difficulties (rated "Agree") with misinterpreting sentences due to single unfamiliar words (WM = 3.62) and differentiating literal versus figurative meanings (WM = 3.44), which subsequently contributed to moderate difficulties in Inferencing (WM = 3.18) and Understanding Literary Devices (WM = 3.15). At the same time, students reported the frequent use of reading strategies across all phases (e.g., re-reading was rated "Always," WM = 4.62), the correlational analysis revealed that the majority of strategies were ineffective, showing no statistically significant relationship with difficulty reduction. Only the use of Pre-reading strategies showed a weak, significant benefit for higher-order skills. The conclusion is that the difficulties stem from the quality and complexity of the curriculum materials (specifically archaic words, idioms, and complex structures), combined with an inadequate quality of strategy application. It is recommended that the school implement a focused intervention program prioritizing the explicit teaching of figurative language, contextual vocabulary, and structured analytical reading techniques to ensure strategies are not just used frequently but effectively.

ABSTRACT Junior high students’ use of metacognitive reading strategies are essential components of reading. Yet, students infrequently engage with these collective meaning-making strategies, given that opportunities to talk about text through dialogic discourse can be limited. In this case study, we observed how students in five 6th-grade class periods use metacognitive reading strategies during text-based discussions about contestable topics at two timepoints during the school year. We observed flexible, diverse, and context-dependent use of metacognitive strategies to process new information, reflect, seek clarity, and verify comprehension; notable differences in strategies used were found between the two timepoints. This study demonstrates that student-led dialogic discussions provide a rich environment for metacognitive engagement and meaning-making. Given the rarity of productive student-to-student discussions in many classrooms, this research reinforces the value of structured, yet open-ended, discourse as a means of supporting students’ metacognitive development.

Abstract The objective of this research was to prove whether using Choral Reading strategy can improve reading comprehension of the eight grade students of SMP Negeri 13 Palu. This research limited the use of Choral Reading strategy in improving students’ reading comprehension, which focuses on literal meaning and descriptive text. This research used quasi-experimental research design involving an Experimental class and a control class. The sample of this research were students of VII B as the experimental class, which consisted of 31 students, and the students of VIII A as the control class, which consisted of 31 students. The data was collected through pre-test and post-test. The result confirmed that the mean score of the experimental class had increased from 44.87 to 73.83. On the other hand, in the control class, it has increased from 48.29 to 62.64. The result of the test was analyzed statistically by applying 0.05 level significance. The researcher found that the value of the t-counted was higher than the t-table (4.59 > 1.67). In the other words, the implementation of choral reading strategy can develop students’ reading comprehension of the eighth-grade students of SMP Negeri 13 Palu. This strategy has a significant impact on the English learning process, especially helping students in reading comprehension to find information about the text and understand the entire meaning of the text, so that students can practice choral reading as their independent reading comprehension strategy in the future Keywords : Choral reading strategy, improve, reading comprehension

The relationship between reading motivation and reading comprehension in students with learning disabilities: The mediating effects of reading amount and strategy use.

The growth of the digital economy has reshaped educational opportunities worldwide, but it has also widened gaps in access, digital skills, and learning outcomes. This study investigates how digital device access profiles and psychological factors influence online reading performance among secondary school students in Taiwan. Drawing on data from a large-scale computer-based assessment, two complementary analyses were conducted. Objective 1 ( n = 1,169) used latent class analysis to identify students’ digital device access profiles and examined their relationship to online reading outcomes across regions with differing levels of digital development. Findings show that students with “Basic” access (Profile 3: smartphone + computer) and those from digitally mature regions performed significantly better. Objective 2 ( n = 2,246) focused on two key psychological factors: intrinsic motivation and self-efficacy, which were selected for their well-established roles in promoting reading engagement and self-regulated learning, particularly in digital environments. Multi-group structural equation modeling was then employed to explore how these factors predict the use of online reading strategies and, in turn, influence reading performance. Results showed that strategy use mediated the effects of motivation and self-efficacy in all regions, but intrinsic motivation had a direct impact on performance only in digitally mature areas. These findings reveal the complex interplay between access, learner psychology, and strategy use in shaping online reading outcomes. The study highlights the need for equity-focused investments in infrastructure, as well as pedagogical interventions that promote digital agency. Implications are offered for education policy, teacher practice, and digital governance aligned with SDGs 4 (quality education) and 10 (reduced inequalities).

This survey-based comparative study examines disparities in perceived online reading strategy utilization among 488 English language learners, categorized into low-achieving (n = 267) and high-achieving (n = 221) cohorts. The findings reveal that while most learners prioritize problem-solving strategies—specifically focused re-reading—significant divergences emerge in their secondary approaches. Low achievers typically rely on translation and reduced reading speeds, whereas high achievers leverage prior knowledge and skimming techniques. Distinct from traditional comparative research, this study identifies these specific strategic gaps as a foundation for evidence-based pedagogy. By explicitly integrating high-leverage strategies into classroom instruction, educators can provide low-attaining learners with the specific cognitive tools necessary to improve reading performance and bridge the achievement gap.

Employing reading strategies has been linked to reading comprehension; however, limited research has examined strategy preferences across proficiency groups and identified which strategies could predict reading outcomes among secondary school students in Vietnamese contexts. This study investigated 124 Grade 7 students at a secondary school in Dong Nai province. A mixed-methods design was employed, utilizing Mokhtari and Sheorey’s (2002) Survey of Reading Strategies, a VSTEP A2 reading test, and semi-structured interviews (n = 8). The study revealed the following results. First, most participants favored problem-solving strategies. While both successful groups showed stronger preference for global reading strategies, the unsuccessful group chose support strategies. Interview data revealed five factors behind strategy selections, including emotions, cognition, time, strategy adaptation, and reading preferences. Second, multiple regression analysis revealed that global reading strategies were positively associated with reading outcomes.

For the academic to be inserted in Higher Education, it is necessary that he perceives reading as an activity of attribution of meanings that founds learning. In this sense, like any other student, the blind academic also needs to feel included in the academic discursive domain and this inclusion is permeated, to a great extent, by the formation of him as a reading subject. Therefore, we established as the central objective of this research to analyze the relationship of blind academics with reading, describing the reading strategies they use for textual comprehension. For this, we start from the theoretical contribution of Inclusive Education, to think about blind people in the context of Higher Education, Textual Linguistics and French-oriented Discourse Analysis to discuss reading from this perspective. To achieve the objectives, we adopted a qualitative approach and data collection occurred through semi-structured interviews conducted with four blind students identified in the Student Management System of the State University of Montes Claros - Unimontes, the locus of this research. In the interviews, the academics were encouraged to narrate experiences of reading in Higher Education, offering their understanding of their reading history in this discursive domain. The results of the research show that the blind academic becomes a reader in Higher Education progressively from the more massive use of technology such as reading strategies and the use of reading strategies that he begins to adopt, such as the recurrent use of the internet as a support to knowledge before reading.

The Dalton Plan, an educational approach centered on student autonomy through assignment contracts and self-paced learning, offers a potential alternative to traditional teacher-center instruction. This study examines its application within the challenging context of Chinese College English (CE) reading courses, where students often struggle with academic reading comprehension and lack self-regulation skills. A quasi-experimental design was employed to evaluate the impact of Dalton Plan-based instruction on the reading performance and learner autonomy of 31 second-year medical students. Participants were divided into a control group (n=15) receiving conventional instruction and an experimental group (n=16) receiving Dalton Plan-based instruction, which emphasized independent reading assignments with tailored teacher guidance. A mixed-methods approach collected quantitative data (reading tests, Autonomous Learning Scale) and qualitative data (thematic analysis of student self-reports). Results indicated that Dalton Plan-based instruction significantly enhanced learner autonomy; however, its effect on reading test scores was not statistically significant. Thematic analysis of self-reports revealed a developmental trajectory from initial challenges—such as time management and vocabulary inadequacy—to later progress in reading interest, strategy use, and persistence. These findings not only provide pedagogical insights for innovating reading instruction in Chinese EFL (English as foreign language) contexts but also highlight the complex relationship between fostering autonomy and achieving measurable gains in reading proficiency.

Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance

Reading is crucial for the development of a young mind. The inability to read affects the failure rate of learners in schools, as most subjects require that a learner have reading skills to understand the content. What contributes to these learners failing is the manner in which reading is taught in the classroom. The aim of the study was to investigate the challenges faced by grade 9 Sepedi Home Language learners when attempting to read text for meaning. The study is underpinned by Vygotsky’s Theory of Social Constructivism, which contributes to social learning and teaching. The study adopted the qualitative research approach, with an interpretivist paradigm. Six learners were purposefully sampled to conduct the study through semi-structured interviews. The thematic analysis method was used in the form of non-participatory observation, whereby the learners should identify the errors in a text. The findings revealed that learners lack reading skills, are unable to identify words and cannot read for meaning. This is due to the lack of reading strategies being implemented during the lesson. There are, therefore, no pre-reading, reading and post-reading activities that the teacher uses in the classroom. The recommendations suggest the use of pre-reading, reading and post-reading strategies to help learners understand what is being read and therefore be able to engage with the text. The research will contribute greatly to both the study of teaching reading and writing with comprehension, as well as to the study of factors contributing to the failure rate among Grade 9 Sepedi Home Language learners.

This study examined the reading comprehension ability (RCA) and strategy use of undergraduate students at the Graduate School of Science and Technology, Mid-West University, Nepal. It aimed to assess students’ RCA levels in English texts, identify the types and frequency of reading comprehension strategies (RCS) applied, and analyze their effectiveness in reading fiction and non-fiction materials. Using a quantitative design, data were collected from 50 fourth-semester science and technology students through comprehension tests and a 30-item Likert-scale questionnaire adapted from Sheorey and Mokhtari’s framework on cognitive, metacognitive, and socio-affective strategies. Results indicated that while most students demonstrated basic comprehension (A2 and A1 levels in both text types), none reached the proficient level—a noteworthy finding highlighting the need for pedagogical intervention. Gender differences were statistically insignificant, though males showed greater score variability. Students relied heavily on direct strategies like scanning and skimming but seldom used inferential ones such as contextual guessing. Metacognitive strategies, particularly setting reading purposes, were common, while self-questioning was limited. Socio-affective strategies favored group reading over peer clarification. The findings suggest incorporating explicit strategy instruction and fostering inferential and critical reading practices in the curriculum to enhance higher-order comprehension skills and strengthen English language proficiency among science and technology students.

This study analyzes the factors that influence reading comprehension in students with ASD and proposes pedagogical strategies to improve it. An explanatory case study was used with a 9-year-old boy diagnosed with grade 1 ASD, applying standardized tests such as the MARSI and LECTUM tests, interviews with teachers and classroom observations to evaluate his level of metacognition and reading comprehension. The results indicate that the student presented a moderate level of reading metacognition, but significantly low reading comprehension, with a predominant use of global reading strategies and less use of support strategies. These findings confirm that children with ASD have difficulties in reading comprehension, especially at the critical level. This study highlights the importance of adapting pedagogical strategies to the individual needs of students with ASD to improve their reading comprehension and foster their educational and social inclusion.

The use of reading strategies is closely linked to readers’ proficiency levels. While extensive research has examined strategy use among EFL readers with varying proficiency, there remains a gap in qualitatively understanding the characteristics that distinguish good and poor EFL readers in narrative texts. The study addresses this gap through a qualitative case study involving four good and four poor Chinese college EFL readers. Data were collected primarily through think-aloud protocols to gain in-depth insights into their strategy use. Findings indicate that good readers effectively employed inference-making strategies to enhance comprehension and actively monitored their reading progress. Conversely, poor readers relied heavily on translation, struggled with making inferences, and demonstrated ineffective comprehension monitoring. These contrasting behaviors revealed three key differences between the two reader groups: approaches to assisting comprehension, inference-making abilities, and monitoring of comprehension. The study concludes that successful narrative comprehension depends on both linguistic competence and strategic reading awareness. It recommends explicit instruction on rephrasing and inference-making strategies, alongside guidance for active comprehension monitoring and adaptive strategy use. Future research is suggested to examine how strategy use evolves over time and how targeted instruction influences EFL readers’ strategic behavior.

This study aimed to utilize and explore appropriate enrichment activities to improve the reading skills of learners at Buenavista Quezon. Aspects studied were the profile of the respondents and their teaching experience. It looked into the frequency of use of interaction reading strategies, engaging with literature, developing vocabulary and fluency, utilizing technology, and creating a supportive environment. To accomplish her purpose, the researcher employed a questionnaire to ascertain the demographic profile of the respondents and to evaluate the efficacy of certain elementary teachers in Buenavista in implementing enrichment activity strategies. In Buenavista, Quezon, this comprised 30 teachers from district II. The descriptive design was the main source of data and information. The results showed that most respondents fell within the age range of 25-30 years, comprising both males and females. According to the results of the Kruskal-Wallis test, all null hypotheses are accepted, which means that there is no significant difference in the perceived effectiveness of using and applying enrichment activities strategies when the respondents are grouped by profile. Based on the study's results, the following recommendations are suggested. Future researchers may conduct a similar study to improve the effectiveness of enrichment activities strategies used by selected elementary teachers in Buenavista, District II. The recommendations that follow are based on the study's findings: future researchers may conduct a similar study to address some of the inadequacies in the way particular elementary school teachers in Buenavista currently employ enrichment activity strategies.

Writing from multiple texts is among the most common yet challenging tasks for higher education students. However, limited research has examined the strategies used by these highly competent readers and writers. The present descriptive study examines reading strategy use, writing strategy use, and writing performance in a sample of higher education students enrolled in graduate-level education classes. Students completed a scholarly multiple texts reading-to-write (S-MTRW) task, asking them to read three short research articles and to write a research report while thinking aloud and sharing their screen. Results indicate that students commonly reported evaluating, elaborating, and paraphrasing content during reading. During writing, students commonly engaged in summarizing, composing, and rereading information from the texts provided. Furthermore, the majority of students produced emergent documents models, reflecting limited attempts at synthesis in their writing about the research articles they read. A medium positive correlation was found between the number of instances students reported paraphrasing content while reading and the number of instances of multiple-text integration in students’ writing.

This quantitative study investigates the influence of device preference whether students prefer physical reading materials or online materials on their online academic reading experiences. Drawing on responses from 123 undergraduate students at a Malaysian public university, the study examines differences in reading struggles and the use of global, problem-solving, and support reading strategies across preference groups. Findings reveal that students preferring physical materials reported higher reading struggles and a heavier reliance on support strategies, while students preferring online materials demonstrated greater use of global and problem-solving strategies. Significant weak positive correlations were found between reading struggles and strategy use, differing by reading preference. The results highlight the critical role of material preference in shaping digital reading behaviours, suggesting targeted instructional interventions for different reader profiles.