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Relevant bibliographies by topics / Reading for Comprehension

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Academic literature on the topic 'Reading for Comprehension'

Author: Grafiati

Published: 3 June 2025

Last updated: 7 July 2025

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Journal articles on the topic "Reading for Comprehension"

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O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano, and Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review." International Multidisciplinary Research Journal 3, no. 4 (2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

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Chavan, Sonal G., and Dr. Meena Kute. "Reading Comprehension: A Strategy for Enhancing Academic Performance." Journal of Research & Development 16, no. 8 (2024): 48–50. https://doi.org/10.5281/zenodo.12705172.

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<strong>Abstract: </strong> Reading skill is a complex one, especially when it comes to reading comprehension. It requires special training, which is not provided by teachers in the class. Teachers focus on decoding and developing vocabulary. ESL students face more difficulties at higher levels as they are not able to comprehend unseen passages. Many researchers have proven that if teachers train students with various strategies related to reading comprehension, it will be helpful for the students to comprehend any reading material.

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Batac, Jonathan. "METACOGNITIVE READING STRATEGIES AND READING COMPREHENSION OF GRADE 11 TECHNICAL-VOCATIONAL-LIVELIHOOD MODULAR DISTANCE LEARNERS." GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL 2, no. 1 (2024): 23. https://doi.org/10.5281/zenodo.10892977.

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This study set out to look into the relationship between metacognitive reading strategies and reading comprehension of Grade 11 Technical-Vocational-Livelihood modular distance learners of Pasay City East. A correlational research design was employed. The Metacognitive reading strategies served as the dependent variable while reading comprehension served as an independent variable. Random sampling was used to select the 116 respondents and MARSI R and McCall Crabbs Reading Proficiech test were the instruments. The findings of this study show a weak relationship between metacognitive awareness of reading strategies and reading comprehension and the unachieved grade level which failed to reject the hypothesis that there was no significant relationship of metacognitive reading strategies and reading comprehension for Global and Problem-Solving reading strategies. It recommended that future researchers should employ other reading comprehension proficiency tests to validate the result of the existing study and include intervention through the utilization of metacognitive reading strategies as the appropriate strategy to address reading comprehension.

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Hall, William S. "Reading comprehension." American Psychologist 44, no. 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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Duffelmeyer, Frederick A., and Dale D. Baum. "Reading Comprehension." Academic Therapy 23, no. 1 (1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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Mamataliyeva, Sokina. "EVALUATION OF ENGLISH LANGUAGE LEARNERS' READING COMPREHENSION PROFICIENCY." Journal of Universal Science Research 2, no. 12 (2024): 244–53. https://doi.org/10.5281/zenodo.14569236.

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In this article, discussing the importance of evaluation in determining student‘ reading proficiency in higher education is the paper‘s primary objective. Assisting teachers in determining evaluation criteria and providing students with feedback on their progress in reading comprehension is another objective. The article also describes how assessment methods and evaluation standards are used to different reading comprehension skill levels. The research paper‘s final objective is to show teachers and students the advantages of formative assessment.

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Z, Zainurrahman. "The 3-2-1 Reading Comprehension Strategy: Students' Reading Comprehension Development and Students' Perception." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (2020): 9–29. https://doi.org/10.5281/zenodo.3735846.

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The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.

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Mahyuddin, Yazirwan. "A DESCRIPTIVE STUDY ON THE PROBLEMS IN READING COMPREHENSION OF THE ELEVENTH GRADE OF STUDENTS OF SMA NEGERI 6 BANJARMASIN." JOURNAL OF ENGLISH TEACHING, APPLIED LINGUISTICS AND LITERATURES (JETALL) 2, no. 1 (2019): 39–47. https://doi.org/10.5281/zenodo.3526807.

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Reading is one of four skills that is learned school. Reading is a process of how we find information from what we see. Like the other skills, reading comprehension is not easy. Students often face many problems in reading comprehension because of their limited ability and vocabulary in understanding readings materials. The researcher interested in students problems in reading comprehension of eleventh grade of SMA Negeri 6 Banjarmasin in Academic year 2017/2018. The objective of study is to describe the problems faced by the students of eleventh grade of SMA Negeri 6 Banjarmasin in reading comprehension. The researcher used descriptive quantitative research as the type of research. The population of the research was 253 and the sample was 71 students. The technique sampling is cluster random sampling. The instruments used were test-retest and questionnaire. Based on the research result, the students had two problems. There are finding main idea and guessing meaning from context. The mayor problem is guessing meaning form context and the minor problem is finding the main idea. From questionnaire, students had a problem in finding main idea and guessing meaning from context.  Finally, it is suggested that for English teacher to improve reading skills and improve student’s vocabulary, word meaning, and knowledge about main idea in reading by providing more exercises in reading comprehension and active to find the meaning of the word that they found. The students should read English text not only in school but also read in outside school.

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Dissertations / Theses on the topic "Reading for Comprehension"

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Baier, Rebecca J. "Reading comprehension and reading strategies." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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Middleton, Margaret E. "Reading Motivation and Reading Comprehension." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Miller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis.

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Frank, Ina, and Emma Åsälv. "Lässtrategier för läsförståelse : Reading strategies for reading comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.

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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och valda källor. Resultatet som presenteras i kunskapsöversikten behandlar hur den sammanställda forskningen beskriver vad lässtrategier är och hur lässtrategier lägger grunden för läsares läsförståelse. Relationen mellan lässtrategier och läsförståelse beskrivs genom RAND-modellen som på ett tydligt sätt visar på den starka kopplingen som finns. Metakognitiva förmågor kopplat till självreglerat lärande sätts i kombination med det traditionella programmet Reciprocal Teaching som handlar om textsamtal och undervisning i grupp. Resultatet visar att kombinationen av både individuella och gemensamma förmågor ökar användningen av lässtrategier och således även läsförståelsen. I diskussion och slutsats framförhålls vikten av att yrkessamma lärare förstår kopplingen mellan lässtrategier och läsförståelsen, men också att det innebär utmaningar i dagens klassrum där elevgrupperna är stora till antal och sällan homogena i sin kunskapsutveckling.

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Cooperman, Annie. "Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

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<p> This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.</p><p> <b>Keywords:</b> autism, high-functioning autism, reading comprehension, task analysis</p>

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Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

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Dwyer, Edward J. "Reading Comprehension with a Beat." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3358.

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Lottes-Bishop, Laura Theresa. "Student Success and Reading Comprehension." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

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Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

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Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.

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Books on the topic "Reading for Comprehension"

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Foust, Sylvia J. Reading comprehension. Teacher Created Materials, 1986.

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Woolley, Gary. Reading Comprehension. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7.

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Jackie, Snider, ed. Reading comprehension. Spark Publishing, 2004.

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1835-1910, Twain Mark, Alcott Louisa May 1832-1888, London Jack 1876-1916, Wiggin, Kate Douglas Smith, 1856-1923, Kipling Rudyard 1865-1936, and Burnett Frances Hodgson 1849-1924, eds. Reading comprehension. Dalmatian Press, 2013.

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1959-, Lawler Graham, ed. Reading comprehension. Aber Pub., 2008.

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Betty, Root, ed. Reading comprehension. Penguin, 1985.

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Inc, Learning Horizons. Reading comprehension. Learning Horizons, Inc., 2004.

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Moore, Joe Ellen. Reading comprehension. Edited by Evans Marilyn and Robinson Don ill. Evan-Moor Corp., 1998.

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Royal, Brandon. GMAT: Reading comprehension. Maven Publishing, 2011.

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Clarke, Paula J., Emma Truelove, Charles Hulme, and Margaret J. Snowling. Developing Reading Comprehension. John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118606711.

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Book chapters on the topic "Reading for Comprehension"

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Oakhill, Jane, Kate Cain, and Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties." In Reading Development and Difficulties. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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Woolley, Gary. "Reading Comprehension." In Reading Comprehension. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_2.

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Unruh, Susan, and Nancy A. McKellar. "Reading Comprehension." In Assessment and Intervention for English Language Learners. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_7.

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Hak, Kathrine. "Reading Comprehension." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1480.

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Koonce, Dan. "Reading Comprehension." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1480-2.

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Koonce, Dan. "Reading Comprehension." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1480.

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Dymock, Sue, and Tom Nicholson. "Reading comprehension." In Teaching Literacy Effectively in the Modern Classroom for Ages 5–8. Routledge, 2024. http://dx.doi.org/10.4324/9781003130758-6.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Reading comprehension." In Teaching English, Language and Literacy, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-14.

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Wood, Christiane, Laurie Stowell, and Merryl Goldberg. "Reading Comprehension." In Innovation, Literacy, and Arts Integration in Multicultural Classrooms. Routledge, 2023. http://dx.doi.org/10.4324/9781003107101-7.

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Demetriou, Paul. "Reading comprehension." In Teaching Adult Learners with Dyslexia and English as an Additional Language. Routledge, 2023. http://dx.doi.org/10.4324/9781003181583-9.

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Conference papers on the topic "Reading for Comprehension"

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Zhang, Yu, and Bo Shen. "CRaFR: Connected Retrieval and Feedback Reading for Open Domain Reading Comprehension." In 2024 5th International Conference on Artificial Intelligence and Computer Engineering (ICAICE). IEEE, 2024. https://doi.org/10.1109/icaice63571.2024.10864131.

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Gardner, Matt, Jonathan Berant, Hannaneh Hajishirzi, Alon Talmor, and Sewon Min. "On Making Reading Comprehension More Comprehensive." In Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5815.

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Liu, Ao, Lizhen Qu, Junyu Lu, Chenbin Zhang, and Zenglin Xu. "Machine Reading Comprehension." In CIKM '19: The 28th ACM International Conference on Information and Knowledge Management. ACM, 2019. http://dx.doi.org/10.1145/3357384.3358139.

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Ulker, Unal. "Reading Comprehension Strategies." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a37.

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TIOSA, Iuliana. "Leseverstehen reading comprehension." In Probleme ale lingvisticii și didacticii limbilor străine: tradiții și inovații. Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.03-05-2023.p83-88.

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This article explores the comprehension during reading at the German language lesson. The article investigates the most relevant definitions and tries to answer the following questions: What does text comprehension mean at the foreign language lesson? What are the components of the comprehension? What are the difficult moments of the comprehension? What are the advices of experts for a more productive comprehension?

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Prameela Priadersini, B. S. "Improving Reading Comprehension Using Reading Strategies." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.48.

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Dua, Dheeru, Ananth Gottumukkala, Alon Talmor, Matt Gardner, and Sameer Singh. "Comprehensive Multi-Dataset Evaluation of Reading Comprehension." In Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5820.

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Sun, Kai, Dian Yu, Dong Yu, and Claire Cardie. "Improving Machine Reading Comprehension with General Reading Strategies." In Proceedings of the 2019 Conference of the North. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/n19-1270.

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Bérešová, Jana, Zuzana Sucháňová, and Michaela Vlčková. "READING FOR MEANING: READING COMPREHENSION IN LANGUAGE EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1096.

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Ramadhianti, Agustina, and Mesagus Muhammad Sesar Aby Putra. "Increasing Students’ Reading Comprehension through Students’ Reading Habit." In Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315344.

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Reports on the topic "Reading for Comprehension"

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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck & McKeown, 2002; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the project year-by-year and by encouraging the first generation (Gen 1) of teachers to act as mentors and leaders to the second generation (Gen 2). Research Questions 1. How do teachers understand reading comprehension in the local, P42 school setting (i.e. what do teachers understand reading comprehension to be and how do they understand the development of student reading comprehension)? 2. In what ways do teacher understandings of reading comprehension change through participation in a long-term (3 year) professional development project? Specifically, in what ways do teacher understandings change at different points of time (1 year, 2 years, 3 years) and when engaged in different roles (trainee, trainer, observer, evaluator)? 3. How successful are the different stages of the intervention (Direct Instruction, Reflection & Adaptation, Lesson Study) in changing teacher classroom practices for reading comprehension?

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Curtis, Jon, Michael Witbrock, John /Cabral Baxter, et al. The TextLearner System: Reading Learning Comprehension. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada456798.

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Fredricks, Sharon. The Effectiveness of Semantic Mapping on Reading Comprehension. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6551.

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Heumann, Judy. The relationship between reading comprehension and self-esteem in low level reading adults. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6064.

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Redolfi, Michela, and Matteo Socciarelli. Reading on paper, reading on screens. How ways of reading change and influence habits, language, and learning. Future Education Institute, 2024. https://doi.org/10.63523/r5h5q4.

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**Abstract** The advent of digital technologies has profoundly transformed reading practices and related skills, raising questions about the preference between reading on paper and on screens. While reading on paper promotes a linear and sequential approach, screen reading encourages practices such as skimming and scanning, requiring the development of new cognitive abilities. In an educational context where attention and comprehension are constantly challenged by digital devices, it becomes essential to move beyond the dichotomy between paper and digital, adopting a more integrated and conscious perspective. This contribution, published in the first issue of *Ad Hoc Papers* by FEM, explores how the integration of paper and screen reading can reshape learning environments, fostering personalized educational pathways and promoting in-depth comprehension through complementary modalities. Furthermore, it highlights the importance of cultivating hybrid and balanced reading skills capable of meeting the challenges posed by today’s digital ecosystem.

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Silver, Rita, and Jessie Lay Hoon Png. Reading discussions and reading comprehension: Sustainability in teacher development and opportunities for student learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22658.

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This report focuses on the third in a series of projects launched as a collaboration between the research team and a participating school with the goal of enhancing student reading comprehension and teacher understanding of the importance of classroom discourse.

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Carlson, Patricia A., and Veronica Larralde. Combining Concept Mapping and Adaptive Advice to Teach Reading Comprehension. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada303683.

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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, 2000. http://dx.doi.org/10.15760/etd.6840.

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Silver, Rita, Jessie Lay Hoon Png, Raslinda Ahmad Rasidir, Poh Yi Foong, Thi Canh Dien Huynh, and Kogut Galyna. The impact of negotiation for meaning on reading comprehension among Singapore primary students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22656.

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The study follows up on prior research on the key role of negotiation for meaning (NFM) in increasing second language learning and oral comprehension (e.g., Ellis & Heimbach, 1997) and on reading comprehension (Van den Branden, 2000). The investigation described in this report considers whether and in what ways classroom discussions can encourage the types of interactions that are beneficial to language and literacy learning, especially reading comprehension. The intervention encourages a more thoughtful, questioning approach to reading comprehension, integrated with oral interaction that encourages NFM.

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Graville, Donna. Reading comprehension in dementia of the Alzheimer's type : factual versus inferential. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5795.

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