Relevant bibliographies by topics / Effect of reading on

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Effect of reading on'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Effect of reading on"

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Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (January 30, 2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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BAKI, Yasemin. "The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.88.9.

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SÉNÉCHAL, MONIQUE. "The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary." Journal of Child Language 24, no. 1 (February 1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.

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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.
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Xie, Honghao. "The Effect of Reading in Shaping Undergraduates‟ Academic Research To." International Journal of Languages, Literature and Linguistics 5, no. 2 (June 2019): 51–56. http://dx.doi.org/10.18178/ijlll.2019.5.2.203.

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전은실. "The Effect of Sustained Silent Reading on Reading Comprehension and Reading Speed." Journal of Research in Curriculum Instruction 19, no. 4 (December 2015): 1103–21. http://dx.doi.org/10.24231/rici.2015.19.4.1103.

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Ceyhan, Sumeyra, and Mustafa Yıldız. "The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency." lnternational Electronic Journal of Elementary Education 13, no. 4 (April 18, 2021): 421–31. http://dx.doi.org/10.26822/iejee.2021.201.

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Luyten, Hans, Jules Peschar, and Robert Coe. "Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England." American Educational Research Journal 45, no. 2 (June 2008): 319–42. http://dx.doi.org/10.3102/0002831207313345.

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This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest effect on reading performance was found, and no significant effects were found for the other two measures. The effect on reading performance was found to be somewhat stronger in schools with disadvantaged student populations.
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Martens, Vanessa E. G., and Peter F. de Jong. "Effects of repeated reading on the length effect in word and pseudoword reading." Journal of Research in Reading 31, no. 1 (February 2008): 40–54. http://dx.doi.org/10.1111/j.1467-9817.2007.00360.x.

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DURAN, Erol. "THE EFFECT OF ECHO READING METHOD TO FLUENCY READING." Ondokuz Mayis Univ. Egitim Fakultesi Volume 31 Issue 2, no. 31 (2012): 145–64. http://dx.doi.org/10.7822/egt85.

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Dissertations / Theses on the topic "Effect of reading on"

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Hann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.

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Teaching & Learning
Ed.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
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Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.

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This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
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Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.
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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3392.

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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3405.

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Corbett, Renee R. "Effect of a parent reading intervention on elementary-aged children's reading fluency." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002453.

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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.

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This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention ended. The effects of the intervention were evaluated using a multiple baseline across participants design. Reading fluency was measured using Curriculum-Based Measurement of reading fluency (CBM-R) Results showed that three students had decreasing trends during baseline, but showed increases in reading fluency scores during the intervention and follow-up phases. A fourth student's scores during intervention and follow-up showed improvement over baseline scores, but with decreasing trends. The fifth student showed little change between baseline and intervention phases. Treatment integrity and social validity data also were collected. Integrity data indicated some variability in parents' implementation of the intervention, while social validity data revealed that parents and students liked the intervention program and found it helpful.
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Carr, Stephany Renee. "The Long-Term Effect of Reading Recovery on Fourth Grade Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7466.

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Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.
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Bowling, Christy Stewart. "The Effect of Two Reading Programs on First Grade Students' Reading Fluency." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/851.

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School districts struggle to achieve Adequate Yearly Progress (AYP) in reading in first grade. Nine percent of first grade students at the study site were not meeting state performance standards in the area of language arts. Specifically in the area of fluency, 38% of first grade students were not achieving AYP. Because of the close connection between oral fluency and early reading achievement, first grade students need to be more fluent to attain state standards. Based on LaBerge and Samuels theory of automaticity within reading fluency, the purpose of this study was to identify the impact of the Scholastic Guided Reading Program and Harcourt Trophies basal reading program on students reading fluency, as measured by the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS). Over eight months, the fluency levels of 129 first grade students were assessed three times. Repeated measures analysis of variance (ANOVA) showed a significant increase in the DIBELS gain scores between the pretest Fall Y2 Word Fluency (WF) scores in relation to the posttest Winter Y2 Oral Reading Fluency (ORF) scores for those students who received Scholastic Guided Reading instruction. Students who received Harcourt basal reading instruction gain scores showed a slight regression in fluency between the pretest Fall Y2 WF and the posttest Winter Y2 ORF. These results suggest that individual leveled reading instruction increases students' fluency skills. Improving reading fluency early is essential; students who become proficient readers have the ability to contribute and participatee in all areas of societal change.
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Romes, Beziat Tara Lynne. "THE TESTING EFFECT AND JUDGMENTS OF LEARNING: THEIR EFFECTS ON READING COMPREHENSION." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332772478.

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Books on the topic "Effect of reading on"

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de, Navarro Nicki Giroux, and Bernard Jean 1944-, eds. Cause & effect: Intermediate reading practice. 3rd ed. Boston: Heinle & Heinle, 1999.

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Ackert, Patricia. Cause & effect: Intermediate reading practice. 2nd ed. Boston: Heinle & Heinle Publishers, 1994.

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de, Navarro Nicki Giroux, ed. Cause & effect: Intermediate reading practice. 2nd ed. Boston: Heinle & Heinle Publishers, 1994.

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Cause and effect: Intermediate reading practice. Cambridge, Mass: Newbury House Publishers, 1987.

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Cause and effect. Greensboro, N.C: Frank Schaffer, 2012.

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Oxner, Savannah Elizabeth. The effect of Sternberg differentiation on reading comprehension. [Sweet Briar VA: Sweet Briar College,], 2006.

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Brown, Derren. Pure effect: Direct mind reading and magical artistry. 3rd ed. Humble, TX: H & R Magic Books, 2000.

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Piotrowski, Joanne B. The Effect of reading aloud on student's attitude towards reading in fourth grade. Washington, D.C: Educational Resources Information Center, 1997.

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Bonavidi, Rinjani. The effect of the reading strategies based instruction on reading achievement: Laporan penelitian. Malang]: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Malang, 2004.

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Nicholson, Tom. Overcoming the Matthew Effect: Solving reading problems across the curriculum. Wellington: New Zealand Council for Educational Research, 1991.

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Book chapters on the topic "Effect of reading on"

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Delamain, Catherine, and Jill Spring. "Cause and effect." In Reading Between the Lines Set Two, 117–30. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098500-11.

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Walker, Callum. "The Psychology of Reading." In An Eye-Tracking Study of Equivalent Effect in Translation, 111–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55769-0_4.

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Chapman, Alison. "Christina Rossetti in Effect: Reading Biographies." In The Afterlife of Christina Rossetti, 46–63. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230286009_4.

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Coenen, Monique, Wim Van Bon, and Robert Schreuder. "The Effect of Reading and Spelling Practice on Reading Skill." In Problems and Interventions in Literacy Development, 321–34. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_20.

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Osaka, M., and N. Osaka. "The Effect of Focusing on a Sentence in Japanese Reading Span Test." In Basic Functions of Language, Reading and Reading Disability, 155–62. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_10.

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Machado, Carlos, and Pedro Luis Luchini. "Cognitive Load Theory, Redundancy Effect and Language Learning." In The Idea and Practice of Reading, 177–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8572-7_11.

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Stevenson, Jim. "Which Aspects of Processing Text Mediate Genetic Effects?" In Reading Disabilities, 61–81. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_5.

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Dyson, Mary C., and Gary J. Kipping. "Exploring the effect of layout on reading from screen." In Electronic Publishing, Artistic Imaging, and Digital Typography, 294–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0053278.

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Bar-Joseph, I., D. S. Chemla, C. Klingshirn, D. A. B. Miller, J. M. Kuo, and T. Y. Chang. "Optical Reading of InGaAs Modulation Doped Field Effect Transistor." In Picosecond Electronics and Optoelectronics II, 143–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-72970-6_30.

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Nefs, Harold T., Egbert M. H. Assink, and Paul P. N. A. Knuijt. "Effects of Sublexical Frequency and Meaning in Prefixed Words." In Reading Complex Words, 191–219. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3720-2_9.

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Conference papers on the topic "Effect of reading on"

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Jang, Ho-Hyuk, Mun-Koo Kang, and Young-Hee Kim. "The Effect of English Extensive Reading Activities on Students’ Reading Proficiency and Reading Motivation." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.19.

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Copeland, Leana, and Tom Gedeon. "Effect of presentation on reading behaviour." In OzCHI '14: the Future of Design. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2686612.2686648.

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Amir, Amril. "The Effect of Reading Strategies and Speed Reading on Students’ Reading Comprehension Skill in Higher Education." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.68.

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Hub Faria, Isabel, and Paula Luegi. "Priming effect on word reading and recall." In 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0023/000082.

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Tombaugh, Jo W., Michael D. Arkin, and Richard F. Dillion. "The effect of VDU text-presentation rate on reading comprehension and reading speed." In the SIGCHI conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/317456.317457.

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Amir, Amril. "The Effect of Mastery Reading Strategies Towards Reading Text Skilss in Higher Education." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.036.

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Swidan, Alaaeddin, and Felienne Hermans. "The Effect of Reading Code Aloud on Comprehension." In CompEd '19: ACM Global Computing Education Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3300115.3309504.

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Wardini, O., F. Megawati, and Y. Astutik. "Picture Book: Its Effect on EFL Reading Comprehension." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.036.

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Tiarazani, Risa, Hamzah, and Jufri. "The Effect of Guided Reading Strategy and Reading Interest on Reading Comprehension of Grade VIII Students of SMPN 16 Pekanbaru." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.035.

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Protopsaltis, Aristidis, and Vassiliki Bouki. "The effects of reading goals in hypertext reading." In the 24th annual conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1166324.1166332.

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Reports on the topic "Effect of reading on"

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Akers, Paul. Effects of Oral and Silent Reading on the Reading Comprehension Performance of Left Hemisphere-damaged Individuals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6840.

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Zhou, Minglang. Script effects and reading strategies : ideographic language readers vs. alphabetic language readers in ESL. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5834.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Johnson, David. An Aspect of the Process of School Desegregation : the Effects of Reading Ability Grouping on Social Attractiveness and Peer-Perceived Success. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2591.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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Pick, Herbert L., and William B. Thompson. Topographic Map Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada211269.

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Israel, David J., Peter E. Clark, Phil Harrison, John Thompson, Rick Wojcik, and Tom Jenkins. Reading to Learn. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada456285.

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10

Johnston, S. D. Professional Military Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada237711.

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